In open office settings, auditory distractions coming from surrounding work environment are shown to be a considerable source of indirect costs to an organization, such as performance costs, behavioral costs, and healthcare costs, to name a few. These costs are substantial to affect the net productivity of an organization, where productivity is equal to revenue minus the costs. This research argues that the costs of auditory distractions should be estimated when evaluating the value of a workspace for an organization. However, since organizational decisions are generally guided by cost-benefit analysis and a precise dollar figure cannot be attached to the stated indirect costs because these are subjective in nature; therefore, these are generally ignored. Costs that are critical to sustainability and development of a business and the fact that cost-benefit approach is no longer appropriate for these decisions, a more robust decision-based approach to workspace selection is proposed. Decision-based approach is seen as an organized approach to select between workspace options under uncertainty and risk wherein the selected workspace is maximized in terms of some expected utility. Here utility is defined as the measurement of strength or intensity of a person's preferences. Decision-based approach include consideration of a multitude of environmental decision variables, objective or subjective, in a single equation and processing of the same in a limited amount of time with rationality and consistency. A multi-attribute workspace choice utility decision model is developed with the intent to facilitate systematic understanding and analysis of workspace alternatives for an organization. This research shows how the decision-making approach to workspace selection simplifies the problem by providing a structure that is easily comprehensible, and allows simultaneous processing of both, qualitative and quantitative conflicting objectives, through a single decision-making model. In doing so, this research firmly establishes the importance of workspace's adaptability to auditory distractions for office workers, particularly knowledge workers, who are constantly undertaking a range of complex tasks. The study holistically and systematically addresses the fundamental issue prevalent in state-of-the-art North American open plan office settings of substantiality of two extremely contrasting requirements, concentration and collaboration, in the same workspace and work environment at a given time.

Current accountability mechanisms create organizational opportunities and challenges for special education. This study was designed to conceptually validate an accountability-driven model for school reform that is responsive to the unique organizational context of special education, assessment needs of students with disabilities, and technical assistance needs of personnel who serve them. The Delphi technological forecasting procedure (Weatherman [and] Swenson, 1974) was used to gather expert opinion and develop consensus among 105 university-based and field-based experts from various disability categories in special education relative to which components (i.e., program activities, inputs, constraints, and outcomes) should be given priority in accountability-driven school reforms. An integrated model of accountability-driven school reform for students with disabilities was derived from the expert panel's responses using Borich and Jemelka's (1982) program modeling and decomposition. In this model, the priorities for program activities are classified into: (a) professional development (b) curricular/instructional responses, and (c) improving support for special education. As for inputs for these program activities, the priorities include (a) personnel--primarily teachers, (b) students and their families, (c) materials/techniques--primarily research, and (d) supports. Constraints that may considerably impact the implementation of accountability-driven school reform can be classified into (a) internal constraints which include school context, teacher attributes, and student attributes; and (b) external constraints which include political and social constraints. Lastly, the main outcomes of accountability-driven school reform are (a) student-related, (b) teacher-related, or (c) school-related. Findings of the Delphi study support the need for highly-qualified teams of general education teachers and special educators serving students with disabilities, a re-definition and expansion of research-based practice for special education, the valuing of special education expertise in accountability-driven school reforms, an informed school leadership to support special education, and for further consensus building to operationally define NCLB mandates. Implications for the re-authorization of NCLB, comprehensive school reforms for all students, and educational leadership responsive to special education are also discussed. / text

合理科學的高級中學學校評鑑指標體系不僅是教育主管機關檢測學校辦學績效的需要，更是促進學校經營品質提高的指南。目前政府正在推動十二年國民基本教育政策，現有的高級中學學校評鑑指標體系尚存在不同教育主管機關之間的差異問題，因此，需要建構符合十二年國民基本教育實施後新的高級中學學校評鑑指標體系。 本研究的評鑑指標體系是在理性分析的基礎上，首先對指標體系構建的理論基礎、依據、原則進行分析，依據十二年國民基本教育子方案「高中校務評鑑實施方案」，並參考國際相關評鑑指標架構的經驗，確定本研究高級中學學校評鑑指標體系架構。據此擬訂高級中學學校評鑑指標適切性問卷初稿，蒐集焦點團體座談和專家問卷調查的改進建議，增刪、修正部分指標及其內涵說明。其次，依模糊德菲術問卷調查結果，以模糊權重值的高低評選高級中學評鑑指標，經歸一化處理確定權重從而建構本研究之評鑑指標體系，作為高級中學學校評鑑實施之參考。 本研究構建的評鑑指標體系分為「層面、指標及指標內涵說明」，第一級評鑑層面包括校長領導、行政管理、課程教學、學務輔導、環境設備、社群互動、績效表現七個層面。各層面所占權重分別為「課程教學」權重為20.04%、「學務輔導」權重為18.05%、「績效表現」權重為15.76%、「行政管理」權重為13.85%、「環境設備」權重為12.09%、「校長領導」權重為10.55%、「社群互動」權重為9.67%；第二級評鑑指標計50個，每個評鑑指標所占權重介於1.8%至2.2%之間。 / Reasonable and scientific senior high school evaluation indicator system not merely fulfills the need of education authorities to evaluate the performance of a school; it also guides a school in terms of enhancing the quality of school management. Currently the government has been implementing 12-year basic education, and there are disparities within the existing senior high school evaluation indicator systems employed by different education authorities. A new senior high school evaluation indicator system that will meet the need of 12-year basic education, therefore, needs to be set up. The evaluation indicator system of this study is based on rational analysis. In accordance with the “The Implementation Scheme of Senior High School Evaluation” of “12-Year Basic Education” and with reference to international evaluation indicators, this study, for one thing, analyzes the theoretical framework, bases, and principles of indicator system. A first draft of a questionnaire concerning the appropriateness of senior high school evaluation indicators is then drawn up. With the suggestions for revision deriving from the conferences of focus groups and experts’ survey, some indicators and their connotations have been added and revised. For the other thing, with the results of the survey using Fuzzy Delphi Method, the value of the fuzzy weight is normalized and used to select senior high school evaluation indicators. The evaluation indicator system of this study is thus established, which is intended to serve as a reference for the implementation of senior high school evaluation. The evaluation indicator system of this study comprises dimensions, indicators, and their connotations. The first-order evaluation dimension consists of seven dimensions, including principal’s leadership, administrative management, curriculum and teaching, guidance of student affairs, facilities, community interactions, and performance. The weight of each dimension is 0.11, 0.14, 0.20, 0.18, 0.10, 0.10, and 0.16 respectively. The second-order evaluation includes 50 indicators, and the weight of each indicator is between 1.8% and 2.2%.

No description available.

Thesis (D. Min.)--Covenant Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 113-115).

Thesis (D. Min.)--Covenant Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 113-115).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 325-336).

nÃo hà / Em toda organizaÃÃo, incluindo as pÃblicas, a possibilidade da ocorrÃncia de eventos que comprometam o sucesso dos objetivos institucionais planejados à uma premissa para que os riscos sejam considerados, mensurados e acompanhados e assim, os seus impactos sejam mitigados. Na perspectiva do uso da trÃade GovernanÃa, GestÃo de Riscos e Controle interno no serviÃo pÃblico, por forÃa da normatizaÃÃo da INC 01/2016 do MP e CGU e do decreto n 9.203, de 22 de novembro de 2017, este estudo objetiva apresentar e validar uma metodologia para suporte ao planejamento estratÃgico em IFES, com base no risco, consenso, BSC e princÃpios de governanÃa. A fundamentaÃÃo teÃrica apresenta aspectos conceituais sobre governanÃa, controles, gestÃo de riscos e planejamento estratÃgico, alÃm do ambiente de mudanÃas trazido na proposta da nova administraÃÃo pÃblica, sob a finalidade da eficiÃncia e do interesse pÃblico. O aprofundamento da base teÃrica para o contexto empÃrico da pesquisa à ratificado pela apresentaÃÃo dos estudos aplicados à integraÃÃo das ferramentas de gestÃo de riscos e planejamento estratÃgico. A pesquisa à aplicada e se desenvolveu de forma exploratÃria e descritiva, qualitativa e quantitativa, por meio de procedimentos tÃcnicos do tipo pesquisa documental e estudo de caso. O instrumento foi o questionÃrio, elaborado em Escala de Likert, com cinco itens, embasado no MÃtodo Delphi, em duas rodadas, aplicado para dezenove painelistas, onde se buscou estimar a magnitude dos eventos de riscos por meio das suas respostas. Em cada questÃo, os painelistas assinalaram qual a probabilidade e o impacto de cada evento em relaÃÃo aos objetivos institucionais identificados. Os dados quantitativos foram tratados por mÃtodos estatÃsticos descritivos clÃssicos e os dados qualitativos das respostas dos painelistas foram analisados interpretativamente. O consenso das respostas foi calculado pela variaÃÃo do desvio padrÃo e da variÃncia das mÃdias das magnitudes dos riscos, entre as duas rodadas do estudo, onde, resultados positivos evidenciaram o aumento do consenso. As variaÃÃes se mostraram positivas, em 96,43% (27/28) das questÃes, de uma rodada para outra, indicando um aumento do consenso, para essas questÃes. Esses resultados embasaram a obtenÃÃo do ranqueamento, da maior à menor magnitude, cujos riscos foram incorporados em um BSC adaptado à realidade do serviÃo pÃblico, associados aos seus respectivos indicadores.

Este documento apresenta e descreve o trabalho de pesquisa realizado com vistas a estabelecer recomendações destinadas a auxiliar consumidores de serviços de computação em nuvem a tratar a questão dos riscos inerentes a este ambiente, de modo tal a poder contratar serviços desta natureza com grau aceitável de risco. Para atender a este objetivo e aos demais objetivos secundários definidos, o estudo foi conduzido em cinco fases: revisão da literatura relativa à computação em nuvem, escolha e estruturação do método de pesquisa, aplicação do método de pesquisa, proposição das recomendações para o tratamento dos riscos e elaboração das conclusões. A revisão da literatura compreendeu um amplo levantamento bibliográfico sobre computação em nuvem, com ênfase na sua definição, nos modelos de referência e nos tópicos barreiras, benefícios e riscos. A escolha do método de pesquisa envolveu o processo de seleção do Delphi, acompanhado por outro extenso levantamento bibliográfico, desta feita sobre este método, e foi seguida da definição da sistemática a ser adotada para aplicá-lo especificamente nesta pesquisa; para aplicar o Delphi, foi escolhida a modalidade ranking form, por meio da qual se tornou possível determinar, após a realização de cinco rodadas do painel e contando com a participação de um grupo de especialistas formado por acadêmicos e profissionais de tecnologia da informação, rankings para as barreiras, os benefícios e os riscos associados à computação em nuvem. A partir do ranking dos riscos, foram estabelecidas as recomendações destinadas a satisfazer ao objetivo principal da pesquisa, que se traduzem, em linhas gerais, na indicação de quais riscos potenciais devem ser observados e tratados com maior grau de atenção pelas instituições, organizações e executivos de tecnologia da informação que pretendam dar seus primeiros passos no universo da computação em nuvem, bem como por aqueles que, já devidamente inseridos neste ambiente, queiram ou tenham a necessidade de rever conceitos e posições assumidos. Por fim, as conclusões e considerações finais contemplaram a análise dos resultados obtidos no painel Delphi relativamente às barreiras e aos benefícios. Como contribuição maior, este estudo oferece, acima de tudo, uma visão realista acerca da computação em nuvem e coloca à disposição daqueles que efetivamente por ela se interessam, por vontade própria ou dever de ofício, um rol de observações e recomendações úteis e oportunas. / This report presents and depicts the research carried out in order to find out recommendations that may possibly assist consumers of cloud computing services to deal with risks intrinsic to that architecture, so that consumers can be able to contract those kinds of services within an acceptable level of risk. The research comprised five phases to satisfy this main objective and also the secondary ones set up for it: review the literature related to cloud computing, choose and configure the research method, run the research method, find out the recommendations and make conclusions. The review of the literature consisted of an extensive bibliography research about cloud computing, putting emphasis on its definitions and reference models and on three other connected topics: barriers, benefits and risks. The choice of the research method encompassed the selection of the Delphi method seconded by another wide bibliography research, this time focused on the method itself, and was followed by the configuration of the Delphi method in order to get a script to be adopted to make properly use of the method in this research; to apply the Delphi method, it was chosen its \"ranking form\", that made possible, after five rounds and counting with the involvement of a group comprising academic people and information technology professionals, to establish rankings for barriers, benefits and risks, all related to cloud computing. Based on the ranking of risks, the recommendations destined to satisfy the research\'s main objective were thought up; in general, these recommendations can be viewed as indicatives of which potentials risks must be observed and treated in an upper attention level by institutions, organizations and information technology executives that intend to take their first steps toward cloud computing universe, as long as by those companies and people that, despite by now inserted in that architecture, want to or must review concepts and positions already took on. At last, conclusions and final considerations were written, both derived from the analysis of the results regarding barriers and benefits extracted from the Delphi panel. Above all, this study, as its major contribution, offers a realistic view on the subject of cloud computing and puts a list of useful and timely reflections and recommendations within reach of those who are effectively interested in them, by proper will or due to duties.

Higher education has experienced challenges defining and implementing copyright compliance. Confusion among faculty and staff appears to be common regarding copyright and fair use. The original copyright doctrine was drafted over 200 years ago, which predates practically all technological advances that have and will continue to occur. Change is slow and onerous with most legislation; there is not much possibility the small amendments made to the law will be able to keep pace with the continual technological evolution. Further, judges are citing precedents in court rulings of copyright disputes that were made using the best interpretation of the law, even though those earlier adjudicators had nothing concrete upon which to base decisions. The cycle of loose interpretations further exacerbates the copyright and fair use problem involving technology. Moreover, this concern has been magnified due to the digital nature of lesson delivery most learning institutions are adopting today. The rapid, widespread move toward online learning methods creates an entire set of copyright and fair use circumstances that extend beyond the traditional, face-to-face pedagogical issues. Invariably, schools will be left to attempt to decide what will be considered legal and safe, often by trial and error, until clearer, universally accepted guidelines can be created. A group consensus for best practice was achieved over three rounds of surveying with the help of a Delphi panel highly experienced in copyright laws. Opinions converged early during the process, where proper fair use assessment was one of the major themes appearing during the first round. Respondents also agreed future educators will undoubtedly continue to struggle with fully understanding the intricacies of fair use. An overall consensus reached for many questions was sufficient for answering the proposed research questions and drafting a list of recommendations for technological fair use. The outcome should add to the existing knowledge base, given the limited number of studies that have been conducted regarding the complexities of copyright topics in distance and online education. Recommendations for further investigations encourages researchers to continue where this effort ends to remain current and compliant with the ubiquitous changes in technologies.