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Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / STATEMENT OF THE PROBLEM: This study, therefore, is an attempt to provide conceptual tools for understanding and facilitating the processes involved in the phenomenon of defining the roles for positions in new organizations (or new positions in old organizations) and redefining new roles for old positions in the light of changing circumstances. It seeks to answer the question, "What is known about the phenomenon of defining a role?". / 2031-01-01

When we want to establish the knowledge management in the organization, we have to consider about the three factors. One is the knowledge strategy function, another is knowledge support function, and the other is knowledge implement function. Besides these functions, we still need organization roles to help organization develop the knowledge management. In the organization, through communicating, sharing, interacting and learning, the tacit knowledge can be transferred to other knowledge workers; however, through refining and retrieval systematically, the explicit knowledge is able to improve the knowledge profoundly. From organizational perspective, we can see two different styles of the knowledge exchange. If the output is ¡§best practice¡¨, we can choose the hierarchy style; and if the output is ¡§experience¡¨, we can use the network style. According to different combination of the organization roles and knowledge exchange style, we are able to obtain four forms of knowledge management. No one is better or worse than another, just depending on the needs of organizations.

The Study of the Lower Graders¡¦ Sex Roles and Stereotypes in a Primary school Sue-Min Hong Abstract The purpose of this study is to explore the lower graders¡¦ views on sex roles and stereotypes. In addition, this study aims to explore whether the attitudes of parents have influence on children¡¦s views on sex roles and stereotypes. And the research problem intends to examine the differences of boys¡¦ and girls¡¦ views. The subjects are twelve 2nd grade children (6 females, 6 males). The author would like to understand the lower graders¡¦ views on sex roles and stereotypes which relate to infer the correlation of parents and children in order to offer some implications on children¡¦s sex education in the future. The study adopts individual interview and focus group interview to collect data. The former of which is to use ¡§Pilot Questionnaire¡¨ to know individuals, and the latter of which is to employ ¡§Focus Group Interview Outline¡¨ after children have read picture¡¦s books on sex stereotypes. In addition, there are six mothers who are interviewed (3 females, 3 males). The final conclusions as following: (1) the lower graders don¡¦t think sex roles as distinctive in nature, which might be influenced by adults attitudes and their experiences of life; (2) the stereotypes of lower graders whose personality traits reveal frankly and strong for boys and dependent for girls; and children¡¦s interests are differently among both sexes; and in achievements boys are better than girls and girls catch hardly; (3) the relation of children¡¦s views on sex roles and stereotypes to those of parents reveals that parents¡¦ image is the best teaching materials, then the deviation leads children¡¦s stereotypes; (4) in comparison with boys¡¦ and girls¡¦ views, they tend to obey the adult¡¦s rules, and focus not alike as growing up in different world, and obtaining modification of behaviors and beliefs after reading. As for sex stereotypes, boys tend to be difficult to escape and girls intend to counter gender¡¦s bounds. This study offers some suggestions on children¡¦s sex education and future research.

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Thesis (B.A.)--Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01