The original 'stages of growth' model, as applied to the field of lnformation Systems (Gibson & Nolan, 1974), may be viewed as seminal, given the influence it has had on both theory and practice (Nolan, 1984;Sullivan, 1985; Ward, et al., 7990). This is so, despite the model's lack of substantiation based on empirical evidence, the overly simplistic assumptions on which it is based, and the limited focus of the original concept (Benbasat, et al., 1984; King & Kraemer, 1984).Since its first appearance, the model has been refined following many applications (Nolan, 1979(Nolan, , 1984. In addition, others have developed 'stages of growth' models of their own. For example, Somogyi & Galliers, (1 987a, b) provide a model depicting the move from basic data processing systems to strategic information systems, tracing fhe early days of commercial applications of computing through to the present day (Ward et al. 7990). Earl (1983, 1986, 1988, 1989) proposes a stages-model for informatiun systems planning, as does Bhabuta (1988), while Hirschheim, et al. (1988) have developed a more broadly focused model associated with the development of the information-systems management function. As a result of a review of the above and of a case study research undertaken inPerth, Western Australia, a revised model was developed, which takes account of current thinking and past experience in the application of the various 'stages of growth' models (Sutherland & Galliers, 1989). This paper sets out to review some of these models and proceeds to describe the process of developing, testing and applying the revised 'stages of growth' model. The model is more broadly focused than the original concept, incorporating strategic, organizational, human resource and management considerations. As a result, it is argued that this model has greater utility than its predecessors.
By their paternal transmission, Y-chromosomal haplotypes are sensitive markers of population history and male-mediated introgression. Previous studies identified biallelic single-nucleotide variants in the SRY, ZFY, DDX3Y genes, which in domestic goats identified four major Y-chromosomal haplotypes Y1A, Y1B, Y2A and Y2B with a marked geographic partitioning. Here, we analyze whole-genome sequences of 386 domestic goats from 75 modern breeds and 7 wild goat species that were generated by the VarGoats goat genome project. Phylogenetic analyses indicated domestic haplogroups corresponding to Y1B, Y2A and Y2B, respectively, whereas Y1A is split into Y1AA and Y1AB. All five haplogroups were detected in 26 ancient DNA samples from southeast Europe or Asia. Haplotypes from present-day bezoars are not shared with domestic goats and are attached to deep nodes of the trees and networks. Haplogroup distributions for 180 domestic breeds indicate ancient paternal population bottlenecks and expansions during the migrations into northern Europe, eastern and southern Asia and Africa south of the Sahara. In addition, sharing of haplogroups indicates male-mediated introgressions, most notably an early gene flow from Asian goats into Madagascar and the crossbreeding that in the 19th century resulted in the popular Boer and Anglo-Nubian breeds. More recent introgressions are those from European goats into the native Korean goat population and from Boer goat into Uganda, Kenya, Tanzania, Malawi and Zimbabwe. This study illustrates the power of the Y-chromosomal variants for reconstructing the history of domestic species with a wide geographic range.
An education, industry and community partnership can provide an effective intervention for secondary school age students who are alienated from the education system and are exhibiting challenging, problematic behaviours. This article outlines a Ministry of Education/SpecialEducation (MOE/SE), industry and community partnership that addresses the concerns of having students outside the school community during the school day. Case studies provide two examples of collaborative partnership in action.
This article provides a light-hearted example of how a behavioural intervention, used in the animal world to reduce bullying, might be adapted and applied to reduce bullying among students. Based on observations of bullying among calves, effective strategies to reduce bullying are based on acknowledging that bullying is occurring, and recognising that the victim is unable to stop the bullying without support.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.