Grid-based crisis governance: integrating 4R theory and AGIL model with a keyword-based exploratory analysis

This article examines the information seeking and evaluative behavior of attorneys as they search the corpus of law for primary authority in order to solve context sensitive legal issues. First, the dynamic mental models attorneys construct of the law as expressed in its published artifacts is explored. The relevance judgment of cases is then explicated in terms of these models. The conclusion reached is that relevance judgments shift along a knowledge continuum depending on the status of the attorney's mental model, and that the factors underlying these judgments are complex, multidimensional, and knowable. Current empirical research into the retrieval effectiveness of two full-text legal databases is evaluated in light of the behavioral theory and mental models developed. The implications of attorney information seeking behavior for future information retrieval system design for this domain are also explored. © 1994 John Wiley & Sons, Inc.

Purpose This study aims to create a cluster map for the souvenir sector in the Old City of East Jerusalem, positioning it as a vital catalyst for enhancing competitiveness and improving the ecosystem for sustainable development. Design/methodology/approach The methods for identifying and facilitating industry clusters constantly evolve and incorporate new techniques. This research contains meso-level analysis, which examines employment and industry concentrations, and micro-level analysis, which includes personal interviews and case studies. A structured questionnaire was given to a random sample of 189 participants to ensure accurate data. An exploratory factor analysis (EFA) and descriptive exploratory analysis were conducted to accurately estimate and interpret the findings while revealing the underlying relationships between variables. The study employsed simple random sampling, with 105 responses from 189 attempts, representing a response rate of 55.6%. Findings The research underscores the links between the cluster mapping process and the dynamics of Porter's diamond model: factor conditions, demand conditions, related and supporting industries and the context for firm strategy, structure and rivalry. While these elements are pivotal, they often remain overlooked, with neither shop owners nor the government taking proactive measures to bolster cluster mapping. The analysis revealed interesting cross-loadings between factors, with some unexpected results that enrich our understanding of how Porter's diamond applies in fragile contexts. Research limitations/implications This case study of East Jerusalem has limited generalizability, highlighting the need for research in other geographic areas. Recommendations include micro-grants for shop owners, collective branding, procurement platforms, low-data digital tools and cluster management organizations to enhance coordination. Comparative studies in other fragile economies could improve the findings’ external validity. Practical implications While cluster mapping can enhance souvenir shops’ operational efficiency and competitiveness, its success in promoting competitiveness and improving the entrepreneurial ecosystem for sustainable development in East Jerusalem depends on a stable, cooperative and supportive ecosystem for all stakeholders. Originality/value This study contributes to the existing body of knowledge by establishing connections between theoretical frameworks, including Porter’s Diamond Model and cluster theory, and real-world contexts in a challenging environment. This synthesis of theory and practice enhances the relevance and application of cluster mapping methodologies, thereby introducing a novel and insightful perspective to the discourse surrounding competitiveness and the entrepreneurial ecosystem within the souvenir industry of East Jerusalem.

Using a variant of the ecological-transactional model and developmental theories of delinquency on a nationally representative sample of adolescents, the current study explored the ecological predictors of violent victimization, perpetration, and both for three different developmental stages during adolescence. We examined the relative influence of individual and family characteristics, peers, and neighborhood characteristics on the odds of experiencing violent victimization and perpetration over time with two waves of the National Longitudinal Study of Adolescent Health for those adolescents who reported no exposure to violence at Wave 1 (N = 8,267; 50% female; 59% Caucasian; 17% African-American; 14% Hispanic). We found that more proximal factors differentiated between different experiences with violence at Wave 2. Also, negative peers significantly differentiated between violent victimization and perpetration, and this influence was strongest in early adolescence. In exploratory analyses, we found that middle adolescents were particularly vulnerable to their disadvantaged neighborhoods for a high-risk group. This analysis is one of the few that considers multiple ecological contexts simultaneously and provides support for developmental differences within adolescence on the influence that peers and neighborhoods have in predicting violent victimization and perpetration.

During the last two decades, foreign market entry has received extensive attention among international business scholars. Central among recent attempts to explain the sequence of operational modes used by foreign investors is the (Uppsala) internationalization model ( Johanson and Vahlne 1977 ). The aim of the present study is to address the question of why some companies follow while others deviate from the ‘traditional’ establishment chain proposed in the Uppsala model. In an explanatory analysis on the sequence of operational modes used by a number of Finnish companies with sales or manufacturing subsidiaries in Germany, hypotheses based on the Uppsala internationalization model, industrial economics, and internalization theory received limited support. A separate analysis focusing on only manufacturing subsidiaries indicated that other factors, such as existing market network relationships, top management changes, and product characteristics, all have an important influence on the choice of local manufacturing as some firms’ first operational mode abroad. Implications of these results for future theory building are discussed.

This exploratory research analyses the careers, teaching practices, and self-assessments of Ontario college media teachers in three parts of the Province and three time periods (those hired in the 1970s and 1980s, 1990–2007, and 2007–2022). I interviewed 15 retired media teachers and academic managers; also, 42 current instructors and academic managers answered a survey about their professional experiences. My analysis uses a feminist model of closure theory from the neo-Weberian sociology of professions (Witz, 1992) along with intersectional writing on identity to explain the gendered and racialised nature of the labour market in these geographically and historically specific areas and eras. At the beginning of the first period, privileged white middle-class men with connections to education and industry experience founded the programmes, eventually hiring privileged white women with relevant credentials, all teaching full-time. In the 1990s, the neoliberal practice of hiring substantial cohorts of non-fulltime (NFT) teachers, and a demand for graduate university credentials can be linked to the advent of joint university-college media programmes and an increase in hiring of administrative staff (Mackay, 2014). In the programmes themselves, I found that the institutionalised apprenticeship model of the early college changed to a skills-based curriculum, the current emphasis in all college programmes. In hiring, gender parity for white heterosexual women has been achieved in the central hub, and consciousness of race has grown over time. However, media teachers still do not match the intersectional diversity of their students due to credentialist and legislative professional closure in hiring and promotion among fulltimers. I theorise that this closure operates by requiring credentials for full-time positions that are not available to all, depending on intersectional class, race, sexuality, disability, neurodiversity, and age.

Following Youngjohn, Lees-Haley, and Binder's (1999) comment on Johnson and Lesniak-Karpiak's (1997) study that warnings lead to more subtle malingering, researchers have sought to better understand warning effects. However, such studies have been largely atheoretical and may have confounded warning and coaching. This study examined the effect on malingering of a warning that was based on criminological–sociological concepts derived from the rational choice model of deterrence theory. A total of 78 participants were randomly assigned to a control group, an unwarned simulator group, or one of two warned simulator groups. The warning groups comprised low- and high-level conditions depending on warning intensity. Simulator participants received no coaching about how to fake tests. Outcome variables were scores derived from the Test of Memory Malingering and Wechsler Memory Scale–III. When the rate of malingering was compared across the four groups, a high-level warning effect was found such that warned participants were significantly less likely to exaggerate than unwarned simulators. In an exploratory follow-up analysis, the warned groups were divided into those who reported malingering and those who did not report malingering, and the performance of these groups was compared to that of unwarned simulators and controls. Using this approach, results showed that participants who were deterred from malingering by warning performed no worse than controls. However, on a small number of tests, self-reported malingerers in the low-level warning group appeared less impaired than unwarned simulators. This pattern was not observed in the high-level warning condition. Although cautious interpretation of findings is necessitated by the exploratory nature of some analyses, overall results suggest that using a carefully designed warning may be useful for reducing the rate of malingering. The combination of some noteworthy effect sizes, despite low power and the small size of some groups, suggests that further investigation of the effects of warnings needs to continue to determine their effect more fully.

Penelitian ini bertujuan untuk menguji model penelitian yang dibangun berdasarkan teori-teori yang ada, dengan pertimbangan apakah model yang diajukan dapat diterapkan/di implementasikan pada penelitian-penelitian selanjutnya. Jumlah sampel dalam penelitian ini adalah 202 responden. Kemudian Teknik pengambilan sampel yang digunakan adalah teknik purposive sampling dan teknik pengumpulan data dengan skala Likert 6 skor/point. Data di analisis menggunakan exploratory menggunakan SPSS v23 dan confirmatory factors analysis menggunakan Amos v22. Empat dari lima hipotesis yang diajukan diterima dan selebihnya ditolak, H2 ditolak yang berarti menyimpulkan bahwa mahasiswa di Jakarta setelah memiliki persepsi kemudahan yang positif tidak langsung berdampak terhadap sikap yang possitif pula, melainkan mempengaruhi persepsi manfaat terlebih dahulu baru berdampak pada sikap dari pada peggunaan. Dan berikut hasil hipotesis, H1 memiliki nilai critical ratio 5,533 yang berarti hipotesis diterima. H2 ditolak dikarenakan skor critical ratio -,371 berarti <1,96. Selanjutnya, H3 memiliki nilai critical ratio 1,965 yang berarti hipotesis diterima. Kemudian H4 diterima dengan skor critical ratio 2,070 dan H5 diterima dengan skor 2,142 yaitu >1,96.
 
 Kata Kunci : technology acceptance model,persepsi kemudahaan penggunaan, persepsi manfaat, sikap, motivasi, intensi menggunakan, tablet, mahasiswa, Jakarta

In this paper we describe the development and refinement of evidence rules and measurement models within the evidence model of the evidence-centered design (ECD) framework in the context of the Packet Tracer digital learning environment of the Cisco Networking Academy. Using Packet Tracer learners design, configure, and troubleshoot computer networks within an interactive interface. This leads to product data, which result from the students' final submitted network configurations, and process data, which are log file entries detailing how they got to the final configurations. We discuss how an iterative cycle of empirical analyses and discussions with subject-matter experts is essential for identifying and accumulating evidence about skill profiles of learners and their development. We present results from descriptive, exploratory, and confirmatory diagnostic modeling analyses for both data types, which required bringing to bear a diversity of tools from multivariate statistics, modern psychometrics, and educational data mining. We close the paper with a discussion of the implications of this work for evidence-based argumentation guided by ECD principles within digital learning environments more generally.

This preliminary study is conducted as a preamble for the need to develop the iSTEM course training module for preparing the pre-service mathematics teachers’ readiness in teaching the iSTEM course. Based on this preliminary study, the researchers were guided by the theory of constructivism learning and model of pedagogical content knowledge (PCK) in collecting the qualitative data for the need to develop iSTEM course training module using semi-structured interview questions. Thus, six university lecturers in Nigeria was purposefully choosing in conducting the preliminary interview in order to identify the need for iSTEM course training and module for teaching iSTEM course. The interview data collected by the researchers were inductively analysed using an exploratory content analysis strategy. The results of this study indicated that all the six interviewers’ participants revealed that there is a need for the development of iSTEM course training module. This study suggests that the iSTEM course training module should be integrated into the Nigerian educational curriculum for training the pre-service mathematics teachers’ readiness in teaching iSTEM course.

BackgroundDue to the lack of an instrument to measure mental health literacy among Persian/Farsi speaking people, this study was conducted to examine the psychometric properties of the Persian version of the Mental Health Literacy Scale (P-MHLS).Participants and MethodsThe 2019 cross-sectional study with 992 participants was conducted in Tabriz, Iran. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to establish the construct validity of the P-MHLS. The internal consistency/reliability was estimated by computing Cronbach’s coefficient alpha. Feasibility of the scale was examined and item response theory (IRT) models were applied to characterize the test items.ResultsAn exploratory factor analysis of data resulted in five factors, which included 30 of the 35 items and accounted for 42.00% of the variance. The construct validity of the 5-factor model was supported by the results of our confirmatory factor analysis. The factors were the 1) ability to recognize mental disorders, 2) confidentiality of mental health practitioners, 3) skills of mental health information seeking, 4) beliefs about mental illnesses, and 5) attitudes toward patients with mental illness.ConclusionThe study provides initial support for the use of the MHLS among Persian/Farsi speaking adults to assess mental health literacy.

The study purpose was to validate from a homologation and adaptation process, the questionnaire "Staff Information, Communication and Technology Skills Audit Questionnaire - Scott Lower School Bedford". The objective of this questionnaire is to discover who is sufficient and in what kind of aspect needs additional support/training for an adequate ICT use, through the application of the Item Response Theory (IRT) model for polytomical items of graduated response. The original questionnaire consists on nine factors, for this study, three have been considered and a fourth has been added related to the use of Interactive Whiteboards (PDI) and was evaluated by the judges. The proposed version consists of 36 items and was applied to 30 students from the fourth grade of secondary school of the Regular Basic Education (EBR), in Moquegua, where the ICT project was carried out, between 2014 - 2019. The latent structure of the items was analyzed, firstly, applying the exploratory factorial analysis through SPSS, secondly, for the confirmatory analysis the PLS-SEM methodology was used, which is a second generation multivariate method called Structural Equation Modeling with Partial Least Squares. Regarding the matrix of poly-correlationships between items, it is indicated that the 4 factors correlate adequately with the dependent variable - School Performance, thus the estimation of the parameters was carried out with the maximum marginal plausibility. Based on the results of the factor analysis, 4 items were excluded from the scale, this due to the distortion and inadequate behavior in the model, resulting in a questionnaire of 28 items. The results revealed in the analyses that the scale and its components presented adequate properties of validity and reliability and the feasibility of establishing a correlation with School Performance.

Once a differential item functioning (DIF) item has been identified, little is known about the examinees for whom the item functions differentially. This is because DIF focuses on manifest group characteristics that are associated with it, but do not explain why examinees respond differentially to items. We first analyze item response patterns for gender DIF and then illustrate, through the use of a mixture item response theory (IRT) model, how the manifest characteristic associated with DIF often has a very weak relationship with the latent groups actually being advantaged or disadvantaged by the item(s). Next, we propose an alternative approach to DIF assessment that first uses an exploratory mixture model analysis to define the primary dimension(s) that contribute to DIF, and secondly studies examinee characteristics associated with those dimensions in order to understand the cause(s) of DIF. Comparison of academic characteristics of these examinees across classes reveals some clear differences in manifest characteristics between groups.

ABSTRACTThis exploratory paper analyses the way in which context influences advertising creativity practices. To establish the role of context, this paper utilized both Social Identity theory and Systems Model of Creativity. Twenty four in-depth interviews with top creative directors of the main advertising agencies in Colombia (Latin America) were collected. Findings suggest the Colombian creative identity is under construction. This identity is influenced by the broader Colombian social context including the unique business characteristics of the country's communications industry, the level of economic hardship experienced by the population, and the actual social conflict lived situation. These findings extend the Systems Model of Creativity to include social hardships and industry level characteristics. Several practical implications not only in relation to Colombia, but also the broader global advertising industry are presented.

Discussion of the Papers by Edwards, and Wermuth and Lauritzen

Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) integrative theory based on meta-analysis and model testing has served as the foundation for our understanding of training motivation. However, the applicability of the theory today may be limited for several reasons. There has been significant growth in training motivation research since Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) proposed and tested their theory. Also, advances in meta-analysis and model testing allow for a more complete and rigorous test of the theory than was previously possible. As a result, we propose and test a contemporary and comprehensive theory of training motivation based on Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) and other studies conducted over the last 20 years. To do so, we conducted an updated meta-analytic review of 167 independent studies and tested a mediation model of training motivation theory using both conventional meta-analytic structural equation modeling (MASEM) and full-information MASEM (FIMASEM). The results support a partially mediated model of training motivation that includes additional antecedents (e.g., openness to experience, extroversion, agreeableness, and goal orientation) and learning outcomes (e.g., turnover intentions and job satisfaction) not included in Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678). In addition, we conducted exploratory analyses to understand the relative importance of the antecedents of both motivation to learn and learning outcomes and the moderating role of training and studying characteristics on the relationships between motivation to learn and its antecedents and consequences. Finally, the authors discuss the implications of the results for theory, practice, and future research directions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).