Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Although the benefits of e-learning have been discussed in various previous studies; it is a critical issue of better understanding the reasons why some learners are dissatisfied with the e-learning experience. Therefore, this research investigates learners' satisfaction, behavioral intentions, and the effectiveness of the Blackboard e-learning system. A total of 424 university students were surveyed using a standard questionnaire. The results showed that perceived self-efficacy is a critical factor that influences learners' satisfaction with the Blackboard e-learning system. Perceived usefulness and perceived satisfaction both contribute to the learners' behavioral intention to use the e-learning system. Furthermore, e-learning effectiveness can be influenced by multimedia instruction, interactive learning activities, and e-learning system quality. This research proposes a conceptual model for understanding learners' satisfaction, behavioral intention, and effectiveness of using the e-learning system.

Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system

Critical Thinking and Education

Although technology provides numerous benefits to young people, it also has a ’ dark side ’, as it can be used for harm, not only by some adults but also by the young people themselves. Email, texting, chat rooms, mobile phones, mobile phone cameras and web sites can and are being used by young people to bully peers. It is now a global problem with many incidents reported in the United States, Canada, Japan, Scandinavia and the United Kingdom, as well as in Australia and New Zealand. This growing problem has as yet not received the attention it deserves and remains virtually absent from the research literature. This article explores definitional issues, the incidence and potential consequences of cyber bullying, as well as discussing possible prevention and intervention strategies.

Cyber bullying: An old problem in a new guise?

WhatsApp is a Smartphone application for instant messaging. Lately the application's popularity has risen. One of the unique features of the application is its ability to enhance communication within a group. Classroom communication between teaching faculty and high school students using WhatsApp has not yet, to our knowledge, been researched thoroughly. Therefore, we have chosen to conduct an exploratory research project employing a qualitative method. Twelve halfstructured interviews were carried out with teachers who use the application in order to communicate with their pupils. It turns out that class WhatsApp groups are used for four main purposes: communicating with students; nurturing the social atmosphere; creating dialogue and encouraging sharing among students; and as a learning platform. The participants mentioned the technical advantages of WhatsApp, such as simple operation, low cost, availability, and immediacy. They also referred to educational advantages, such as the creation of a pleasant environment and an in-depth acquaintance with fellow students, which had a positive influence upon the manner of conversation. The participants also indicated academic advantages such as the accessibility of learning materials, teacher availability, and the continuation of learning beyond class hours. Nevertheless, there are also challenges and problems. Firstly, there is the technical difficulty that not all high school students possess a Smartphone. Secondly, teachers are apt to be annoyed by the flood of irrelevant and nonsensical messages. Also, educational difficulties may arise, such as incompatibility of language between students and the students' assumptions that their teachers should be available on a 24/7 basis.

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WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students.

The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of “e” learning and how we can utilize these components to maximize the positive and minimize the negative results of “e” learning. The four interactive dimensions of “e” learning are the following three originally described in Moore's editorial (1989): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of “e” learning. The question then is not “to ‘e’ or not to ‘e’,” since “e” learning is already an essential factor of our contemporary learning environment. The question is how to “e”, based on the understanding of the four interactive components of “e” learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment. © 2006 Wiley Periodicals, Inc.

Interaction in distance-learning courses

Around two decades have passed since higher education institutions began incorporating the internet as an alternative studying environment, together with frontal class teaching and learning. This kind of environment still poses meaningful challenges for students and teachers that take an active part in E-learning courses. Today it is quite clear that taking part in online courses requires new technological, behavioral, and thinking skills, in order to best handle and even successfully finish the course. Although technological skills are a must for taking part in an online course, a majority of students participating in these kinds of courses have arrived thus far without suitable prior computer experience or background, internet working skills, and internet based studies skills.

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E-Learning Environments in Academy: Technology, Pedagogy and Thinking Dispositions.

Purpose




The purpose of this paper is to investigate the attitudes and influential factors of users’ knowledge and use of the tools designated for controlling and enhancing online privacy, which are referred to as online privacy literacy (OPL). Particularly, inspired by the protection motivation theory, a motivational factor is defined as comprising several variables which reflect users’ motivation to protect their online privacy.




Design/methodology/approach




To this end, a user study was conducted based on the quantitative method with the participation of 169 students from the Israeli academia who were administered closed-ended questionnaires.




Findings




Generally low to moderate levels of OPL were obtained. Interestingly, the multivariate linear regression analysis showed that motivational factors, such as users’ concern for personal information protection on the internet and users’ privacy self-efficacy and sense of anonymity when visiting a website, were among the strongest predictive factors of users’ OPL level.




Social implications




This research has social implications that might contribute to an increase in the OPL among internet users.




Originality/value




The direct influence of the examined factors on users’ OPL was not previously discussed in the literature. As a result of the study, a comprehensive model of user online privacy behavior was constructed.

Factors affecting users’ online privacy literacy among students in Israel

Introduction Knowledge sharing amongst organization members constitutes an important discipline in information and knowledge management. An organization's information is found in forms, information pools, work processes and routines, in employees minds, and so on. The formal organizational structure and hierarchy do not necessarily reflect the information flow among the employees (McKenzie, 2005; Tushman & Katz, 1980). The organization must develop acute awareness as how to convey information among individuals and remove any barriers to its sharing, creating a routine of information sharing within the organization, on the one hand, and a routine of cultural systems that will cause information sharing to become an integral part of the day to day work culture, on the other hand (Allen, 1997; Rowley, 2003). Information sharing does not relate only to internal organizational information. Individuals and groups who collect, filter, and distribute information relating to the environment outside the organization for use within the organization are extremely important (Klobas & McGill, 1995). These individuals are nicknamed "information gatekeepers". The purpose of this study is to examine the manner in which the phenomenon of the human information gatekeepers is manifested in organizations with regard to the frequency and extent that it is manifested among employees. We wish to reveal if information gate keeping is characteristic only of a number of organization members or, perhaps, it is a continuous measurable characteristic that exists, in various degrees, in all members of organizations. Literature Review Background Knowledge is defined as a mixture of continuous experiences, values, and information that provides an intellectual framework for information processing and for absorbing new information and experiences, or as information combined with such elements as interpretation, contexts, and reflections by means with which a decision or an action is come by (Davenport, De Long, & Beers, 1998). Maceviciute and Wilson (2002) perceive information as a resource and as a consumer product. They emphasize the importance of acknowledging the need for information and for the development of abilities and methods for locating and developing information within the organization and, finally, to make intelligent use of the information. In the course of their continuous activities, organizations constantly create new knowledge by converting and integrating personal concealed knowledge of individuals who develop ideas and creative approaches with common explicit knowledge that the organization possesses, thus creating insights, products, and innovations (Nonaka & Takeuchi, 1995). Kari (2007) maintains that it is not enough to investigate and study the information collection processes alone, for information is not only collected for collection purposes per se. The importance of the process lays in the results that the information brings about. Kari ascribes great meaning to "information outcomes" and defines them as all that derives from the assimilation of a message or from the receipt of a message. Information outcomes may be physical or intellectual, a process or a final state, a result of the use of the information or outcomes of information influence. Organizational Learning In an era of speedy and continuous changes that constitute a fundamental essence of most organizations, Argyris and Schon (1978) contend that from a comprehensive perspective, organizational learning becomes a significant field that is particularly intended to improve the organizations' performance. In their opinion, the human factor plays a central and significant part in the complex of human interaction within the group. Indeed, Bouhnik, Giat, and Sanderovitch (2009) investigated the role of organizational learning in the creation of an expert community within the organization. …

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Dan Bouhnik

Papers

WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students.

Interaction in distance-learning courses

E-Learning Environments in Academy: Technology, Pedagogy and Thinking Dispositions.

Factors affecting users’ online privacy literacy among students in Israel

Information Gatekeepers-Aren't We All?