Corporate Culture Implications on DAM Implementation Success in the Greeting Card Industry

Digital Asset Management (DAM) has become a necessary concern with the growing number of files used in the graphics industry. Organization, storage, filing, and dynamic distribution of electronic mediums is becoming increasingly more important. The ROI for DAM systems comes from time savings, expanding product offerings via the web, and organization. For testing purposes, the greeting card industry was chosen because of its need for various images across several platforms. The research started by selecting several companies in the greeting card industry to analyze their competence with DAM. From these companies, four were selected and categorized according to size and their level of transition with a DAM initiative. Two small companies and two large companies were chosen on the basis of their financial strength, as well as their employee count. One small company and one large company were selected because their DAM initiative was more advanced than were the other two companies\u27 From this information, a grid showing those large and small companies with their varying degrees of success with a DAM implementation was developed. Next, structured interviews were administered to determine the levels of success with DAM, as well as to investigate and to characterize cultural traits inherent in each organization. Data was compiled from the interviews and analyzed to determine any links between corporate culture and DAM success in both large and small greeting card organizations. The objective of the research is to determine traits inherent in both small and large companies that contribute to successful DAM implementation. In conclusion, communication across various business units and silos within the company was very important. Also, early technology adopters had greater success than those waiting to follow marketplace trends. Specific reuse trends were found to be relevant in successfully implementing DAM. Finally, organizational structures with hierarchy in administrative areas while remaining fluid in technology sectors had greater success with DAM initiatives

State v. Ellington Clerk\u27s Record v. 4 Dckt. 33843

https://digitalcommons.law.uidaho.edu/idaho_supreme_court_record_briefs/1339/thumbnail.jp

A CRITICAL REVIEW OF CURRENT APPROACHES AND PRACTICES IN COMPUTING ETHICS EDUCATION

Recent scandals caused by the results of negligent, malicious, or shortsighted software development practices highlight the need for software developers to consider the ethical implications of their work. Computing ethics has historically been a marginalized area within computing disciplines, so educators in these disciplines do not have a common background for teaching the topic. Computing ethics education, although often a required part of coursework, can vary widely in the method of implementation from university to university. In this report I summarize the insights I gained from interviewing four educators from three different institutions on their pedagogical approaches to computing ethics. I found there to be a few terms that had very different contextual meanings for the different educators. Case study and group discussion in particular are two terms with a diversity of purposes, methods of use, and literal meanings among the interviewees. I summarize three different methods of extending engineering ethics education beyond one ethics course. I review software tools designed to assist with ethical reflection or to encourage thoughtful discussion, and I make an argument for which elements of those tools seemed to assist in thoughtful consideration and discussion. Finally, I propose a sketch of an ethically sensitive software design, and consider the implications of applying software to ethical reflection. I conclude with some areas for future study that could benefit the development of a software intervention for ethics, as well as the field of ethics education in general

Comparing Change Management Processes for Requirements and Manufacturing: An Interview Based Study

This study compares requirement and manufacturing change management processes to determine the processes in use and if similar processes can be used for both types of changes. A literature review is used to identify prescribed process stages. Ten stages are identified for both requirements and manufacturing change management. A series of interviews are then conducted with four different population groups to determine the process stages actually used in the field. The resulting requirement and manufacturing change process models are compared with the process models from the literature and with each other. Further, a thematic analysis is performed on the interview findings. Ultimately, differences are found between the prescribed and practiced change management models for both types of changes. Formal documentation stages are more prevalent for the manufacturing domain, though documentation in practice is less than what is prescribed. This includes the issuance of change requests and change orders in manufacturing change management that are not present in requirement change management processes. Significant differences were also found between the two change types; namely, requirement changes deal with more abstract concepts and as such can afford more informal documentation, whereas manufacturing changes deal with existing artifacts and require solid documentation. Additional research thrusts are identified to help reconcile change management processes across the life cycle

Tourism of a different kind in God\u27s own country : a critical hermeneutic exploration of socioeconomic development in Kerala, India

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Examining the Role of Meaning-Making and Cultural Competence in How Teachers Understand and Approach their Work with Culturally and Linguistically Diverse Students

The tapestry of classrooms today is transforming into a mosaic of colors, languages, and backgrounds. As the population of culturally and linguistically diverse (CLD) students continues to rise, a deeper understanding of how teachers construct meaning and understand their internal and relational experiences when working with these students has become an important area to examine. The purpose of this study was to gain a deeper understanding of teachers\u27 meaning-making systems and their cultural competence as it relates to their work with CLD students. Kegan (1982, 1994) provides a constructive developmental lens, which was used in this study, to understand how teachers construct meaning of their experiences. Another multidimensional construct of cultural competence based on the concept of Cultural Intelligence (CQ) developed by Earley & Ang (2008) was also used as an additional lens to guide this research, particularly in understanding what types of cultural knowledge teachers utilize in their daily interactions with their students. This study included two in-depth interviews with ten public school teachers in the San Diego area. The first interview assessed teachers\u27 meaning-making systems using the Subject-Object interview protocol (Lahey et al. , 1988) based on Kegan\u27s framework, and the second, used the \u27Cultural Competence\u27 interview, based on the Cultural Intelligence Scale, to understand teachers\u27 cultural knowledge systems and manifestations of this as it relates to their work with CLD students. While teachers\u27 meaning-making systems provided some insight into how teachers utilizing different systems approach their work with students from different backgrounds; the results from the cultural competence interview revealed its myopic nature in the attempt to understand teachers\u27 relational experiences with diverse students. For the teachers in this study, culture was a complex, fluid, and ever-evolving notion unique to every student. In this sense, for both teachers and students to attain mutual understanding, their ability to engage in bidirectional negotiation of meaning and their foresight into the contextual interpretation of their day-to-day, moment-to-moment interactions with their students were important

InfoTech Update, Volume 6, Number 6, November/December 1997

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2015 Kennesaw State Festival of New Music

KSU School of Music presents 2015 Kennesaw State Festival of New Music.https://digitalcommons.kennesaw.edu/musicprograms/1206/thumbnail.jp