This essay is focused on naval vessels as its main research aspect. It tries to find out in that area possible methods and strategies of applying knowledge management by probing into certain naval vessels for thorough comprehension of the knowledge content and ongoing ways of knowledge management needed for daily operations of each ship as a single case. In addition to the information obtained from ROC navy vessels concerning the problems and difficulties they are encountering when dealing with knowledge management, opinions consulted from experts and relative publications are combined to give suggestions of applicable knowledge management modes and strategies for the future. It is our expectation that through this research a reliable operation framework can be set up so as to keep, accumulate, transfer, and even create professional knowledge for our navy. It is our hope that the framework together with the modes and strategies will help to build up an intact system for knowledge management so as to render the utmost combat capability to our second-generation naval forces. Chapter 1 of this essay is the introduction. The content of the other chapters are briefly described as follows: Chapter 2. Essay study This chapter puts the emphasis on past study achievements concerning the objection of this essay. 3 sections are included. Section 1 is ¡§organization knowledge relative theories.¡¨ It includes the definition of knowledge, types of knowledge, knowledge innovation, organizational professional intellect and intellect capital. Section 2 is ¡§learning relative theories.¡¨ It includes organizational learning theories and the relation between personal learning and organizational learning. Section 3 is ¡§discussion of organization knowledge management.¡¨ It includes the discussion on definition and strategies of knowledge management, new roles of knowledge management in an organization, and, furthermore, the location to store up knowledge in an enterprise. Chapter 3. Research framework and methods In the first section ¡§research framework¡¨, knowledge management is divided into 4 observation items such as knowledge transfer, creation, accumulation, and expansion. The research framework is then set up in accordance to the operational definition. In the second section ¡§research methods¡¨, research methods and procedure of this essay will be described. In section 3 and 4, information gathering process, research targets and category will be introduced. Chapter 4 Target case analysis and discussion Section 1 is ¡¨organization background introduction of target case¡¨ which describes the developing history of research target organization, its background, and its subordinate relations with other organizations. Section 2 is ¡§motive and objective of knowledge management aboard naval ships¡¨ which describes the main purpose and reason naval ships apply knowledge management for. Section 3 is ¡§types and sources of knowledge¡¨ which reveals the types and sources of knowledge needed for carrying out tasks on ships by understanding their personnel arrangement and duties. Section 4 is ¡§ function and practical operation of knowledge management¡¨ which probes into the present practical operation of knowledge management by analyzing the personnel and tasks on ships. Chapter 5 Recommendation of knowledge management This chapter is to suggest applicable program of recommending knowledge management onto ships. Present knowledge management tools often used by enterprise organizations consist of as follows: information technology, computerization, questionnaire of knowledge diagnosis, knowledge strategy map, knowledge process chart, expert location chart, essentials of designing knowledge bank, knowledge entrance website design, essentials of knowledge society management, organizations for learning etc. Among the many solving programs of knowledge management, this chapter will discuss how to recommend knowledge management onto ships through the following 4 aspects: 1. Assigning new roles in organization 2. Strategy of developing knowledge management on ships 3. Support and practical patterns which information technology can provide 4. Strategy framework of recommending knowledge management Chapter 6 conclusion and suggestions Section 1 is the conclusion. Section 2 describes the difficulties and limitations this research has encountered. Finally, applicable suggestions for further developing are proposed according to the difficulties and limitations mentioned above.

Indiana University-Purdue University Indianapolis (IUPUI) / Chronic pain is a costly health problem that affects more than 100 million people in the United States. Race differences exist in the way that pain is experienced and in how it is treated. Many biopsychosocial factors contribute to race differences in pain tolerance. Beliefs about race differences in pain sensitivity may be one of these factors. Previous research has identified that individuals’ explicit beliefs about their gender group influence their own pain tolerance on a cold pressor task. Explicit beliefs about race and pain sensitivity have also been identified but have yet to be linked to actual pain tolerance. Implicit beliefs about race are well documented; however, little is known about the extent to which individuals hold implicit beliefs about race differences in pain sensitivity or whether these beliefs contribute to actual race differences in pain. My thesis examined explicit and implicit beliefs about race and pain and explored whether these beliefs moderated race differences in pain tolerance. I found that White participants had a higher pain tolerance than Black participants on the cold pressor task, U=1165.50, p<.01. Participants held the explicit, t(131)=-6.83, p<.01, and implicit, t(131)=6.35, p<.01, belief that White people are more pain sensitive than Black people. Both explicit, b=-0.37, p=.71, and implicit, b=-21.87, p=.65, beliefs failed to moderate the relationship between race and pain tolerance. Further exploration indicated that participants’ comparisons of their own pain sensitivity to that of their race group moderated the relationship between race and pain tolerance, ⍵=4.40, p=.04. These results provide further insight into race differences in pain tolerance. Researchers may consider examining explicit and implicit beliefs about race differences in pain in health care providers to better understand disparities in pain related recommendations.

Syftet med undersökningen är att belysa hur några lärare, som undervisar i årskurs 2 och 3, uppfattar läsförståelse samt att få veta hur de arbetar med läsförståelse. Undersökningen genomfördes med halvstrukturerade intervjuer och observationer i två kommuner i Mellansverige. Resultatet visar att läsförståelse är komplext, men lärarna är överens om att läsförståelse handlar om mer än att bara kunna avkoda en text. I läsförståelse inryms både läsfärdigheter och kognitiva läsprocesser. Lärarna uppfattar det betydelsefullt att arbeta utvecklande med elevers läsförståelse och lärarna som deltagit är mer eller mindre medvetna om lässtrategier. Det är vanligt att man använder läromedel till hjälp och många av de intervjuade lärarna arbetade med textsamtal. Lärarna betonade vikten av det muntliga samtalet i ett klassrumsklimat som tillåter alla att komma till tals. Det verkade viktigt att i arbetet med läsförståelse ta hjälp av varandra, att samarbeta och bekräfta eleverna så att deras självförtroende stärks samt att miljön eleverna befinner sig i är trygg. Anpassning upplevde vi förekom i låg utsträckning och man diskuterade inte själva lärandet med eleverna. Däremot betonade lärarna att mycket med läsförståelse hänger ihop med motivation och att lyckas ”få med eleverna på tåget.” En utmaning som lärarna nämner är att det är svårt att räcka till för alla elever då de befinner sig på så olika nivåer.

<p>Chronic pain is a costly health problem that affects more than 100 million people in the United States. Race differences exist in the way that pain is experienced and in how it is treated. Many biopsychosocial factors contribute to race differences in pain tolerance. Beliefs about race differences in pain sensitivity may be one of these factors. Previous research has identified that individuals’ explicit beliefs about their gender group influence their own pain tolerance on a cold pressor task. Explicit beliefs about race and pain sensitivity have also been identified but have yet to be linked to actual pain tolerance. Implicit beliefs about race are well documented; however, little is known about the extent to which individuals hold implicit beliefs about race differences in pain sensitivity or whether these beliefs contribute to actual race differences in pain. My thesis examined explicit and implicit beliefs about race and pain and explored whether these beliefs moderated race differences in pain tolerance. I found that White participants had a higher pain tolerance than Black participants on the cold pressor task, <i>U</i>=1165.50, <i>p</i><.01. Participants held the explicit, <i>t</i>(131)=-6.83, <i>p</i><.01, and implicit, <i>t</i>(131)=6.35, <i>p</i><.01, belief that White people are more pain sensitive than Black people. Both explicit, <i>b</i>=-0.37, <i>p</i>=.71, and implicit, <i>b</i>=-21.87, <i>p</i>=.65, beliefs failed to moderate the relationship between race and pain tolerance. Further exploration indicated that participants’ comparisons of their own pain sensitivity to that of their race group moderated the relationship between race and pain tolerance, ⍵=4.40, <i>p</i>=.04. These results provide further insight into race differences in pain tolerance. Researchers may consider examining explicit and implicit beliefs about race differences in pain in health care providers to better understand disparities in pain related recommendations.</p>

I detta arbete jämförs explicit och förmedlande (conveyance) inlärningsteknik för kommersiella spel och undersöka hur de påverkar spelarens resultat samt kunskap om spelets struktur. Undersökningar från början av 1970-talet visar på hur aktivt lärande ökar deltagarens engagemang jämfört med vid passiv explicit inlärning. Mitt praktiska arbete består i att ta fram två olika inlärningsbanor, en för var teknik, och en utmaningsbana där spelaren får prova sina färdigheter.  Skapandet av den praktiska delen av examensarbetet har skett under praktik på Pieces Interactive i Skövde. Resultatet av studien indikerar att gruppernas inlärning är jämförbar, dock klarar personerna i den explicita gruppen uppgifterna snabbare, medan de i den förmedlande gruppen utforskar/förstår mer av spelet. Vidare forskning om förmedlande bandesign kan gynna spelbranschen, särskilt i utbildningssammanhang där syftet är att motivera deltagaren och stimulera till en djupare/intuitiv förståelse för uppgiften.

Denna empiriska undersökning började utifrån ett antagande om att det inte skedde så mycket kunskapsöverföring ombord på fartyg. Syftet var att ta reda på hur kunskapsöverföring sker mellan däckbefäl ombord. Frågeställningen att ta reda på var om det fanns några direktiv från rederiets kontor, hur såg man på nya och erfarna befäls kunskaper, hur överförde man den tysta kunskapen och hur löste man detta när det var ont om tid? Informationen till undersökningen samlades in genom intervjuer och frågeformulär där en objektiv metod användes. Respondenterna valdes från bara ett fartyg då intresset var att se hur det fungerade på just det fartyget. Slutsatserna var att det inte skedde någon organiserad kunskapsöverföring ombord på fartyget. Den kunskap som utväxlades var löpande och skedde främst vid informella möten. Man förmedlade kunskapen muntligen och genom att praktiskt utföra vissa moment med övervakande från den erfarne. Det var främst erfarenheten som man ville komma åt vid kunskapsöverförandet.

To numerous laborer friends, pension fund is an important foundation which they rely heavily on for living after retirement. Since the start of the new pension fund system, management and manipulation of the fund becomes rather important. This article mainly focuses on the study of explicit delegation for designated management of the pension fund. It refers to relevant standards and probes to see if the management conforms to the requirement of the Constitution based on an explicit principle. Furthermore, it attempts to find out the similarities and dissimilarities between the two systems for law requirement on delegation for designated management. It also looks into the current delegation system to identify existing problems, and whether these problems such as deputy, systematic, and information opaque problems, are the causes of occurrence of unidentified problems. In addition, what is the standard of explicit delegation? What is the clear definition of contents, purpose, and scope of laws and regulations? Why information needed to be made known to the public? How delegation for designated management of the pension fund should be to correspond to the principle of explicit? What will be the consequences if principle of explicit is not corresponded with? These are the questions to be studied and discussed in this paper. This paper refers to and reviews the current operation modes of the United States, Singapore, and Hong Kong, hoping to gain experiences from these countries, and to take the experiences as a reference for Taiwan¡¦s implementation of the system. In conclusion, this paper provides a possible way of pension fund management based on the following premises: 1. establish a clear and definite achievements index system, 2. public information periodically, 3. set up mutual indemnity fund, 4. free selection and free switch, 5. issue index fund for laborers to choose.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references.

It is critical that students develop computational skills with basic facts to attain more advanced mathematical skills (e.g., algebra and fractions). A limited ability in accuracy and fluency with basic facts by students with learning disabilities (LD) who have Individualized Education Program (IEP) goals in mathematics can hinder their performance with more advanced mathematical skills. Thus, it is imperative to provide effective instruction to help students with LD to improve their basic fact skills. Explicit, strategic instruction has been highly recommended as an effective method for helping students with LD to improve basic fact skills. In addition, recent studies reported tablet computers such as iPads have potential for teaching basic fact skills. Thus, the purpose of this study was to investigate the effects of explicit, strategic teacher-directed instruction with iPad application practice on the multiplication fact performance of 5th grade students with LD. A single-case, multiple probe design across participants was applied for this study. Four 5th grade students with LD who had IEP goals in mathematics received fifteen 1:1 intervention sessions in multiplication facts (×4s and ×8s). Digits correct per minute in daily probes, use of a doubling strategy in strategy usage tests, and perspectives of students toward the intervention were measured. Results showed that all students improved their performance with multiplication fact proficiency; one student achieved the mastery level while the three other students approached mastery. All students also maintained the intervention gains, two weeks following the intervention. Additional findings showed that students increased their use of the doubling strategy to solve facts and were able to answer facts automatically following the intervention. Social validity interviews revealed that the intervention was viewed favorably by all students by their expression of positive perspectives toward using the doubling strategy and an iPad application to practice. / text

Previous research has shown that information encoded self-referentially often promotes superior recall than that encoded relative to others, semantically, or perceptually. This finding has been labeled the Self-Reference Effect (SRE). However, prior investigations have only used explicit (i.e., conscious) tests of memory, neglecting the possibility that these results could be mediated by implicit (i.e., unconscious) memory processes. Moreover, there is minimal information on the neuropsychological processes that may be involved in self-referential memory, whether explicit or implicit. This study examined subjects' implicit and explicit memory for adjectives that had been encoded self-referentially, relative to an unknown other, and structurally. Furthermore, neuropsychological measures were given.The results suggest a complex relationship between levels of self-reference, self-awareness, memory, and the general neurological areas that may support these processes. Subsequent investigations should take into account the fact that implicit memory is likely to influence self-referential encoding and retrieval. Should these findings be replicated, it could potentially influence a broad base of theoretical work in cognitive psychology and neuroscience, as well as clinical work in the areas of: traumatic brain injury, certain psychiatric disorders, amnesia, age-related memory deficits, and anosognosia (unawareness of deficits).