Recent research studies have confirmed that curved I-girders are capable of developing substantial shear postbuckling resistance due to tension field action and have demonstrated that the AASHTO LRFD equations for the tension field resistance in straight I-girders may be applied to curved I-girders within specific limits. However, the corresponding demands on intermediate transverse stiffeners in curved I-girders are still largely unknown. Furthermore, a number of prior research studies have demonstrated that transverse stiffeners in straight I-girders are loaded predominantly by bending induced by their restraint of web lateral deflections at the shear strength limit state, not by in-plane tension field forces. This is at odds with present Specification approaches for the design of transverse stiffeners, which are based on (1) providing sufficient stiffener bending rigidity only to develop the shear buckling strength of the web and (2) providing sufficient stiffener area to resist the in-plane tension field forces. In this research, the behavior of one- and two-sided intermediate transverse stiffeners in straight and horizontally curved steel I-girders is investigated by refined full nonlinear finite element analysis. Variations in stiffener rigidity, panel aspect ratio, panel slenderness, and stiffener type are considered. New recommendations for design of transverse stiffeners in straight and curved I-girder bridges are developed by combining the solutions from the above FEA studies with the results from prior research.

This study applied the method of action research to explore the impacts of reciprocal teaching on junior elementary students¡¦ reading comprehension. The main purposes of the thesis were to understand the students¡¦ learning process of reciprocal teaching, and to discuss their performance on expository text reading comprehension after learning reciprocal teaching, as well as their performance on utilizing reciprocal teaching on reading story texts. The researcher performed reciprocal teaching activities in her class, collecting and analyzing data from ¡§Students¡¦ Learning Record¡¨, ¡§Group Discussion Record¡¨, ¡§Students¡¦ Learning Status Datasheet¡¨, and ¡§Teachers¡¦ Reflective Record¡¨, in order to understand the students¡¦ learning process and alter the teaching activities from time to time according to the students¡¦ learning conditions. At last, the researcher surveyed the reading comprehension results and reading interest development. The findings of the research were: 1The difficulties of junior elementary students¡¦ learning of reciprocal teaching: 1.1They were likely to be confused with ¡§clarifying¡¨ and ¡§questioning¡¨ strategies; 1.2They needed to use written description to help them express themselves verbally; 1.3They needed the teacher¡¦s guide for ¡§summarizing¡¨ and ¡§questioning¡¨ strategies. 2Reciprocal teaching influenced the performance of junior elementary students¡¦ reading comprehension. 3Reciprocal teaching increased junior elementary students¡¦ reading interest. 4Students were able to utilize reciprocal teaching strategies when reading story texts.

Youtube has been published for six years, and we can find that the network traffic of online videos grows explosively during these years. User generated online video (UGOV) has begun more and more popular. It brought fame to a lot of ordinary but talented people. It's also a new strategy of marketing, and has many successful examples. The fascination of UGOV has blown across the world. What can we do to apply the power of UGOV? Reviewing related researches, there has almost no research has been done in the domestic. This research uses action research to be the research method. Try to find what kind of the videos can be a famous one in practice. The research results will investigate in three parts, "content", "communication" and "creation" of the videos. On the part of content, It must be viewed smoothly, have the fresh and new lure and ignite the resonance in thought. Maintain the subjectivity of the core idea, let audiences watch on to finish without letup and they can figure out what are you talking about. On the part of communication, we should find a fountainhead to spread out your film, promote a carnival for the audiences and operate a long-term schedule of making film. Finally, On the part of creation, We should conquer the anxiety of creation, find your own creation pattern and confirm the worth of your own creation. After developing the creation pattern and ascertain the core value of your creation. We get into recognizing self. We know what kind of the creation we want to do. That will let us feel joyful during the creation process, so that we can pitch into the world of creation.

¡@¡@This action study aimed to investigate the process and impact of the use of mind mapping on Chinese language teaching and learning of sixth grade students. There were twenty-five students participated in this action research. The teacher/researcher constantly reviewed and modified teaching process to develop appropriate learning models during two cycles of action research. Data were collected from pre and post reading comprehension tests, reflection notes, video recordings, interviews, questionnaires, learning sheets and students¡¦ assignments of mind mapping. ¡@¡@The findings were as follows¡G 1. Mind mapping used in Chinese language teaching could improve reading comprehension based on the results of pre and post reading comprehension tests. 2. Based on students¡¦ prior knowledge, the teacher/researcher used fill-in content types mind mapping, structure models, reading materials and vocabularies, thus teaching has the best effect on students. 3. In the beginning stage, students just focused on the aspect of drawing skill of mind mapping. Later, they learned to focus on how to catch the main idea of the article. Most of students can emphasis on both skills in the end. In the process, most of students had positive attitudes toward mind mapping instruction, especially in the group mind mapping activity. 4. The teacher/researcher has promoted her own professional development through constant refelection and adjustment in her teaching practice. ¡@¡@Based on the findings mentioned, the researcher provdied some suggestions regarding practical teaching practice and recommendations for further research.

Two experiments were conducted in an attempt to further the understanding of how previously identified intrinsic constraints and perceptual factors interact in influencing the learning and performance of various bimanual coordination patterns. The purpose of Experiment 1 was to determine the influence of Lissajous feedback on 1:1 bimanual coordination patterns (0°, 90°, 180° phase lags) when the movement amplitudes of the two limbs were different. Participants coordinated rhythmic movements of their forearms while being provided separate feedback for each limb (no- Lissajous group) or integrated feedback (Lissajous group). Data from Experiment 1 supports the notion that the lead-lag relationship as well as amplitude assimilation between limbs observed in the literature can be partially attributed to the visualperceptual factors present in the testing environment. When participants are provided integrated feedback in the form of Lissajous plots and templates much of the lead-lag and amplitude assimilation effects were eliminated and relative phase error and variability were also greatly reduced after only 3 min of practice under each condition. Results from recent experiments suggest that when the salient visual information (Lissajous feedback) is removed, performance in bimanual coordination tasks rapidly deteriorates. The purpose of Experiment 2 was to determine if reducing the frequency of feedback presentation will decrease the reliance on the feedback and will facilitate the development of an internal representation that will improve performance when visual feedback is removed. Participants receiving reduced frequency feedback presentation were able to perform a delayed retention test with the feedback removed as well as the test with feedback present. Data from Experiment 2 demonstrates that salient extrinsic Lissajous feedback can effectively be combined with reduced frequency feedback presentation in a way that performance levels, when tested without the availability of feedback, match those obtained when tested in the presence of Lissajous feedback. Taken together the present experiments add to the growing literature that supports the notion that salient perceptual information can override some aspects of the system's intrinsic dynamics typically linked to motor output control. The strong tendencies toward the intrinsic dynamics found in numerous previous bimanual movement studies and the difficulties in producing various coordination patterns may actually represent detrimental effects attributable to the perceptual information available in the environment and the attentional focus participants adopt. Given external integrated salient visual information participants can essentially tune-in and learn difficult bimanual coordination patterns with relatively little practice.

The primary intent of this study was to gain insight into children's ability to use visual information in planning reaching movements. More specifically, the work presented here examined, from a developmental perspective, the use of visual information to use a) egocentric cues, b) allocentric cues, and c) the combination, in the form of visual background around a target. Children representing the age groups 5-, 7-, 9-, 11 years and adults participated in three experiments. All experiments were conducted using an immediate (visually-guided) and response-delay (memory-guided) paradigm. Experiment 1 examined the ability of participants to use an egocentric frame of reference to estimate reach via motor imagery. Results indicated that introducing a >̲ 2s delay affected responses in all age groups, especially the younger age groups (5- and 7-year-olds). As delay increased, children as a group tended to overestimate, while adults underestimated. Experiment 2 investigated how participants used allocentric cues to estimate the location of objects in a perceptual estimate paradigm. Results revealed that introducing a delay affected the estimation of distance among all age groups, with greater effect on the younger age groups. Experiment 3 examined how a visual background surrounding a target would affect estimation of reach. Results revealed that there were no differences when targets were surrounded with or without a background. Results also showed that the 5- and 7-year-olds were most affected on their perception of reach and estimates by longer delays. Considered together, these results hint that: (1) there is a significant temporal constraint on the representation of movement through the visoumotor stream, especially with children 7 years and younger, and (2) children as a whole tend to operate and rely more on an egocentric frame of reference; therefore, responses of reachability and distance estimates were susceptible to greater error when performed after a 2s delay.

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Due to the several facts, like the effect from global economical recession onto our domestic insurance industry, the influence from non-stop interest rate declining in cost-benefit of management, Taiwan becoming one of the WTO members, the high-rates of insurants in Taiwan, the change of consumer¡¦s demand, as well as the passing Law for mergers of Financial Insitutions and Financial Holding Company Law, some insurance companies are facing severe challenges. In order to survive and develop, these insurance companies would like to provoke their employees¡¦ conscious about this crisis and to re-assess the goal and achievement for their organizations. The project is designed for assisting H Insurance Brokerage Company to process the intervention activity about the organizational transformation. Now-a-days most of the research topics about organizational transformation and development are focused on a big scale of structural convergence like system reengineering and strategic application or the research topics stress on the discussion about the effects element instead of the working process of organizational transformation execution. Therefore, the purpose of this thesis is taking H insurance Brokerage Company as an example to apply Quasi-Experimental method to do the case study on organizational transformation process and the changing situation of organizational efficiency after the intervention activity, which was based on the action research. Within one-year intervention process, this thesis is advanced with these three steps, searching for a fixed position, searching for a consensus, and developing the effective leadership. The production of these three steps is created for resolving the former problems and each of these steps includes ¡§ to diagnose, to plan, to execute, to assess¡¨. At the same time, the research methods such as observations, interviews, conference records and document files as well as Quantitative method, were applied, including twice survey collections, document assessment and analysis. Based on the result from the analysis of these required information, this thesis discovers: 1.Both participants¡¦ ability and organizational performance are elevated through the research process of participatory activity. 2.This case-studied company re-news its location, develops its new goal, and completes its management tools like flowchart, system manual and operational manual after intervenient. 3.Both administrators and participants experienced this learning process of Learning- Internalization-action- improvement during the action research sessions. 4.Action research sessions allows both organization and its members to endlessly improve and develop within endlessly creative changing process.

This study aims at integrating Big6 skill with the project-based learning in social studies. To understand how students make Big6 skill as learning Scaffolding of the project-based learning. The researcher takes thirty-two fifth graders of an elementary in kaohsiung as research object, using action research to progress the lessons with Big6 skills and Project-based Learning. Analyze the data rebased from the following: lesson plans, questionnaires, worksheets, teaching journals, learning journals, interview, assessments from teachers¡¦ and students¡¦ self-evaluation to understand the learning of the students and to be the adjusting basis of instruction. The conclusions of this study are as follows: (1) the two-staged teaching experiment which is the integration of Big6 skill and project-based learning is effective and practicable. (2) Teachers, parents and students are all approval. (3) The integration of Big6 and project-based learning in social studies is helpful in promoting the student¡¦s communication and technology abilities. (4) Team Co-learning is workable in the integration of Big6 and project-based learning in social studies. (5) Big6 is helpful in project-based learning. (6) Project-based learning is suitable for the instruction of social studies. (7) The homeroom teacher who applies project-based learning in teaching can effectively control the learning pacing of the students.(8) The critical thinking abilities of the students are not evidently promoted. (9) The teacher who practices this way of teaching may encounter some difficulties such as the students¡¦ abilities of making projects, normal course pressure, time and classroom limitation and computer disorder. (10) The students who join this way of learning may also encounter some difficulties ¡V how to successfully work together, improve the ways of the data searching capability, reading and language deficiency, computer disorder and the respect of intelligence property right.(11) Library education should be brought into the elementary curricula to reinforce the students¡¦ communication and technology abilities. According to the way of conclusion research, there proposals as follows: (1) Make an intact project-based learning plan in an overall way. (2) Students with certain communication and technology abilities will be better for practicing the project-based learning. (3) Only the most profound Big6 skill can the best result be presented. (4) Library education should be brought into the formal curricula.(5) Cultivate students¡¦ reading and language proficiency. And also some suggestion of related studies is included for the reference of the future study.

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