The main purpose of this study was to investigate the suitable practice and model of knowledge management for CSBC through the action progress of developing a prototypical knowledge system intended for management of Full Specification. This study belongs to action research. The experiment field was Basic Design Section of Design Department in CSBC. It targeted at the shipyard¡¦s core knowledge--Full Specification to develop a prototypical knowledge management system of Full Specification. Through reflection-in-action and reflection-on-action in the process of developing system, the problems and dilemmas encountered by each action plan were reflected to seek for solutions and to revise the action plan. Then the knowledge management system was built. From the progress of action plan, it sought for new findings which can be the reference for CSBC to promote knowledge management continuously. The results of this study were as follows: 1) The environment of knowledge management was built by creating the open working platform. And a prototypical knowledge management system of Full Specification was built by learning-from-action. 2) By the participating, planning, learning of practitioners, it was helpful to emerge the future scenario of knowledge management and the common consensus to advance the knowledge management. 3) The model of organization learning and knowledge sharing was found. If the model combined with the knowledge management system, it was helpful to form the procedure of creating knowledge. 4) The reference frame of action research for knowledge management and the driven model of knowledge management for CSBC were developed.

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The purpose of this study was to examine the impact of Core Knowledge curriculum, a Comprehensive School Reform model, on the reading achievement of elementary students located in a north Texas suburban school district. A repeated measures, matched-comparison design was employed using longitudinal data over a three year period. Repeated measures analyses of variance (ANOVA) were conducted to determine if there were any significant differences in student achievement scores as measured by the Texas Assessment of Knowledge and Skills (TAKS) test. The experimental and control school were examined for student achievement gains overall, for advantaged versus disadvantaged students and for achievement gap differences. Although the results of the statistical analyses indicated that there were no significant differences in the reading TAKS scores of students participating in the study, experimental school students consistently had higher mean scores when compared to the control school in all areas. The evaluation of the achievement gap revealed that although the Core Knowledge school did not close the achievement gap between advantaged and disadvantaged students, the disadvantaged students' scores rose in proportion to the advantaged students, thus preventing an increase in the achievement gap between students.

How do we as art educators help adolescents maintain artistic creation as a way of visual expression? This study reviews artistic approaches among kindergarten through eighth grade students as they relate to the U-curve model of development (Davis, 1997; Pariser & van den Berg, 1997). As an art educator, my observation has been that as students approach seventh and eighth grades they lose confidence in their art making abilities as they try to draw in a realistic manner. When asked if they think they are artists, most are certain that they are not. This lack in confidence is in stark contrast to the lower elementary students, who when asked the same question, are certain that they are artists and create in an uninhibited manner. The problem addressed in this thesis is the decline in artistic confidence in older children and ways we as art educators can help adolescents maintain artistic creation as visual expression. A survey was conducted in response to this problem that explored the artistic approaches of kindergarten through eighth grade students to address the decline of artistic activity in older children. This survey included questionnaires that were given to the seventh and eighth grade students I taught to help answer the question as to why adolescents become more inhibited and lose the desire to create art the same way they did when they were younger. The questionnaires were given to each student before and after the Core Knowledge based art curriculum asking students if they thought they were artists and how confident they were in making art. The findings showed a measurable increase in students' self-confidence as artists after experiencing a Core Knowledge based art curriculum. A review of current textbooks revealed that not enough curricula which included contemporary practices were included in many elementary and secondary art programs. Only 2 percent of the art textbooks examined included units that dealt with contemporary art and postmodern practices after 1980. Much is being taught in art history and the historical functions of art, leaving large gaps in contemporary art and postmodern practices. A Core Knowledge based art curriculum was designed in response to the ostensible demise of art making as a way of visual expression in adolescent children. Historical practices bridged with contemporary practices such as appropriation, Conceptual art, and Installation art are included in the curriculum and designed to boost students' confidence and interest in artistic creation. A Core Knowledge based art curriculum for seventh and eighth grades consists of three units: Pre-modern, Modern, and Postmodern. Three periods of time, the Renaissance, High Modernism, and Contemporary art are covered within these units. The first two lesson units, the Renaissance and High Modernism, lead up to the Contemporary art unit which includes Conceptual art and culminates in an installation piece. Each unit contains two lesson plans. The first lesson in each unit covers historical aspects of that particular era, and the second lesson ties current practices with the historical content of each specific unit. Within each unit, students explore different ways of making art through appropriation, borrowing ideas, Conceptual art, and Installation art. As students build on various concepts and learn new ways to make art, they are more able to sustain artistic creation as visual expression through new methods and materials. The three lesson units included in the Core Knowledge based curriculum are not only designed to sustain artistic creation and help students to gain self-confidence in their own abilities, but also to gain a better understanding of the contemporary art world around them. Students' understandings are broadened as they learn about the artists and art movements from previous eras and their connections to artists, ideas, and art movements today.

Public education in America today is a product of more than a century of reform. Innovators of each era have attempted to transform the education system to match their ideals and beliefs. Educational reform efforts to improve learning for all students have been an issue of debate since the founding of America – seeking for equality and quality of education. The most recent educational initiative an emphasis on accountability via high-stakes tests, many schools are now branded as “failing” and requiring program improvement. As such, leaders search for reform models that will save their school from further sanctions. Of the plethora of scientifically-based reform models available to schools, one urban elementary school in southern California chose to adopt and implement the Core Knowledge Sequence to bring new life to their school. This study explores elements of school culture necessary for a school reform effort to thrive. Research has indicated that teachers who work in a supportive culture are committed, collaborative, and are able to participate in significant decision-making maintain their motivation and satisfaction in teaching – which is at the core of successful school reform (Huberman, 1993; Helsby & McCulloch, 1996). This case study explores the experiences of teachers at one elementary school as they initiate a reform effort using the Core Knowledge program. Core Knowledge is based on the premise that a grade-by-grade core of common learning is necessary to ensure a sound and fair elementary education. It is not a curriculum per say, but rather the specific content taught. This study examines faculty members’ perspectives on their school’s culture as they begin the implementation process of this program. In addition to learning about how each participant defines, describes, and experiences the school culture, efforts were made to determine how and in what ways certain strategies were utilized to change, maintain, or contribute to the development of the current school culture—through the lens of how teacher commitment, collaboration, and shared leadership influenced its reform efforts. Further, the impact of external stressors on school culture was explored with a focus on the challenges to maintain a positive work and learning environment. The data in this study provides insight that can help other schools undergoing a similar reform effort.

The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked key faculty members at both schools questions regarding levels of curriculum implementation, staff knowledge of curriculum, etc. The data showed no significant differences between student achievement scores at the experimental school compared with students at the control school. However, the study found that the type of standardized test seems to have an impact on whether students in a core knowledge curriculum show higher achievement than students in a traditional curriculum. Students in a core knowledge curriculum show higher achievement on norm-referenced standardized tests when compared with students not attending a core knowledge school. When taking a criterion-referenced test such as the Texas Assessment of Knowledge and Skills, there is no difference in reading achievement between the two groups.

In order to help students find connections to the Core Knowledge curriculum and the principles of Discipline-Based Art Education, the author uses narrative and visual storytelling in the form of altered books to make meaning and relate the lives of students to the art content. The author uses methods of action research to plan a curriculum intervention, work with the students to create their visual stories, reflect on his instruction along with student learning, and collect students' responses through surveys. The author also gathers data through the students' journals and artworks. Through the project the author is able to give students choices and help them turn their learning environment into art practice. Ultimately, the author improves and develops his teaching practice as a result of this project.

本研究根據對公共關係實務工作者訪談，瞭解實務工作者認為大學公共關係本科畢業生應具備那些公關核心知識與技能，以及實務工作者對本科教育是否能達成實務專業任用標準的看法。並透過對同時在相關科系兼任授課的實務工作者深度訪談，整理這些具備公關產學雙重身份的受訪者對目前公共關係相關科系在課程目標及課程規劃安排上的看法與建議。 本研究發現，組織及商業管理知識是被較常提及的必備知識，媒體生態及議題建構的知識是所有的受訪者都會提到而且獨立強調的核心知識。研究方法、寫作技巧及語文能力則是最常被受訪者提及的重要必備技能。受訪者者也認為應該要讓學生知道公共關係有那些特定領域（「領域知識」），以及會遭遇那些溝通情境。應以各類公共關係個案情境（情境知識）來讓學生瞭解工具策略的多元性而不是生硬的學習SOP操作程序。 另外，公關本科生並未有就業優勢，但在校任教的實務工作者會更支持本科教育及人才任用。受訪者認為公關課程目標、課程基礎配套資訊以及課程銜接等相關問題都不清楚，業界老師對公共關係教育的付出並未被善用。而學生的學習地圖也並未能被做一個更好的規劃安排，學生無法掌握學習目標及學習策略。 本研究提出的建議為，1.對公關教育及課程任務與規劃應有明確的管理指標，以利教師授課、學生學習及實務業界溝通。2.應善用業界師資資源強化公關領域知識及情境知識教育。3.應鼓勵學生參與實習及實作課程並透過參與校外相關競賽瞭解教學實力。4.應務實面對科系現況補足重要核心知識課程。 關鍵詞：公共關係、公共關係教育、核心知識技能、課程目標、領域知識、情境知識 / This study aims to learn public relations professionals’ 1) perspectives on core knowledge and skills that students majoring in public relations should be equipped with; and 2) viewpoints on whether current university public relations education has been sufficient to assist public relations graduates for related job qualification. Through in-depth interviews with public professionals who currently teach public relations-related courses in universities, I probe their philosophies of teaching, perspectives on course objectives, strategies and plans of teaching. The results of the study indicate that organization theory and business administration were the frequently mentioned as essential knowledge. Meanwhile, getting to know of ever-changing media environment and ability of agenda setting among various communication contexts were essential capability that had been particularly emphasized by all interviewees. On the other hand, research methods, writing skills, and language proficiency were skills frequently addressed by interviewees. Interviewees point out the importance of advancing public relations students’ ‘domain knowledge’ as well as communication scenarios in public relations education. In other words, for the purpose of understanding the strategies and tools of public relations, ‘knowledge of contexts’ in public relations case studies, instead of knowledge of standard operating procedures of public relations practices, should be provided to students during teaching cases. This study also shows that public relations graduates have not owned advantages in competing for public relations job applications. However, professionals who also teach in universities tend to value public relations education more and favor recruiting public relations majors than those who haven’t had the experiences of teaching. Interviewees also expressed their concern of lacking of the public relations course objectives, basic course supplement information, and curriculum linkage, it is why they tend to think public relations education still have much room to improve. They stated that students will not be able to grasp the meaning of learning if they have not developed a knowledge map of public relations. In addition, public relations educators’ contributions to the learning of public relations should be better leveraged. Based on the study, the author offers the following suggestions. 1. Instructors should make teaching objectives and class management strategies clear, as well as course assignments and project arrangement logical. This will benefit lecturers in teaching, students in learning, and public relations professionals, who may serve as guest speakers in class. 2. Department should make the best use of the resources of lecturers from public relations practicum to strengthen the education of both domain and contextual knowledge in the public relations industry. 3. Department should encourage students to take the opportunities of internship programs and to compete for off-campus public relations contests so that students will have chances to reflect what they have learned in classroom. 4. Departments should provide core public relations courses based on what public relations has to offer. Key words: public relations,education,core knowledge and skills, course objectives, domain knowledge, knowledge of contexts

This MSc Project deals with the system of Knowledge Discovery in Databases. It is a client application which uses the Oracle Data Mining Server's 10.g Release 2 (10.2) services. The application is implemented in Java, the graphical user interface is built on the NetBeans Rich Client Platform. The theoretical part introduces the Knowledge Discovery in Databases, while the practical part describes functionality of the original system, it's deficiencies, documents sollutions of theese deficiencies and there are proposed improvements for further development. The goal of this project is to modify the system to increase the application usability.

The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in South African schools. The aim of NS is to develop scientifically literate learners. The three Learning Outcomes (LOs) and the accompanying Assessment Standards (ASs) should enable learners to understand the science products or system of ideas such as underlying theories and principles. The LOs point out the learner’s abilities to use the sciences products or system of ideas. Educators encounter challenges in the application of the LOs and ASs in teaching and learning activities. Against this background, a mixed method study was conducted in selected schools in the Tshwane South District in Gauteng. Data were gathered by document analysis, focus groups and a questionnaire to gauge how the educators are applying the LOs and ASs. Findings indicated that lessons plans were inadequate and educators were not familiar with curriculum documents. / Science and Technology Education / M. Ed. (Natural Sciences Education)