Search results for "Notice"
showing 3 items of 63 documents
Research Perspectives: Reconsidering the Role of Research Method Guidelines for Interpretive, Mixed Methods, and Design Science Research
2021
Information systems (IS) scholars have proposed guidelines for interpretive, mixed methods, and design science research in IS. Because many of these guidelines have also been suggested for evaluating what good or rigorous research is, they may be used as a checklist in the review process. In this paper, we raise the question: To what extent do research guidelines for interpretive, mixed methods, and design science research offer evidence that they can be used to evaluate the quality of research. We argue that scholars can use these guidelines to evaluate what good research is if there is compelling evidence that they lead to certain good research outcomes. We use three well-known sets of gu…
Recenti tendenze in tema di responsabilità degli intermediari di Internet nella tradizione giuridica occidentale
2019
Il saggio prende in esame il dibattito circa la necessità di modificare gli attuali regimi di irresponsabilità degli intermediari della rete, dibattito in corso nelle esperienze statunitense ed unitaria europea. Con riferimento all’esperienza statunitense, non è chiaro, infatti, se il ricorso sempre più frequente alla procedura di notice and take down sia sintomo del successo del sistema di notice based liability, congegnato dal legislatore federale nel 1998 o sia, al contrario, espressione del suo fallimento. In tale ottica, al fine di verificare la possibilità di transitare da un sistema di notice and take down ad un sistema di notice and stay down, il saggio prende in esame le recenti in…
Cross-lagged relationships between home learning environment and academic achievement in Chinese
2015
Abstract We examined (a) the cross-lagged relationships between the home learning environment and academic achievement in Chinese, and (b) whether parents’ socioeconomic status (SES) and child's gender moderate the relations. One hundred seventy-seven Chinese children were followed from Grade 1 to Grade 2 and were assessed on reading and mathematics. Their parents also responded to a questionnaire assessing the frequency of engaging in different home literacy and numeracy activities. Results showed that reading ability in Grade 1 negatively predicted informal home literacy activities in Grade 2. In turn, mathematics ability in Grade 1 negatively predicted formal home numeracy activities in …