As of 2014, an estimated 18.1% or approximately 43.6 million adults, 18 years of age or older in the United States experienced a form of mental illness. Professional counselors subscribe to a wellness or holistic paradigm; however the recovery paradigm, using collaborative strategies and unique treatment planning is the directed approach of mental health services in the United Stated. The purpose of this quantitative study was to understand what factors contribute to counselors' knowledge and attitudes of the recovery paradigm. Survey methodology was used to examine whether, among professional counselors, years of experience, gender, professional setting, and licensure status, as measured by a demographic questionnaire, correlate to professional counselors' (a) attitudes and level of knowledge of the recovery paradigm, (b) knowledge and attitudes of the roles and responsibilities in recovery, (c) understanding and attitudes toward the personal journey of the recovery process, (d) knowledge and attitudes of the roles of self-identity and peer support in recovery, and (e) knowledge and attitudes of the expectations regarding recovery as measured by the 4 subscales of the Recovery Knowledge Inventory (RKI). The target population was 225 masters or doctoral level counselors. The results of a multivariate multiple regression were not significant. However, the results of this study align with previous research outcomes indicating a need for counselors continued education and training on the recovery paradigm which could improve their knowledge and attitudes of the recovery paradigm, directly impacting consumers' achievement of recovery goals.

Content validity methods, such as matching matrices, have been used to assist in the design and evaluation of training programs. In the present study, the Water Training Institute (WTI) curriculum was evaluated using a content validation approach. The purpose of the study was to identify topics that were being under-emphasized, over-emphasized, or receiving the correct amount of emphasis in the curriculum. A Job Knowledge Survey was developed and administered to subject matter experts to determine the importance of topics to the jobs that WTI graduates would most likely enter after graduation; the importance ratings were used as the criterion for the study. Subject matter experts in a Course Content Workshop indicated the amount of emphasis placed on each topic in four WTI courses. Matching matrices plotting job importance against course emphasis were created for each of the four target jobs for WTI graduates. These matrices did not identify any hits (i.e., topics receiving correct amount of emphasis). However, there were a number of deficiencies that were near hits. These findings will assist WTI in developing future courses and in redesigning their currently offered courses.

Abstract Facing the advent of the knowledge-based economy, enterprises realization that the continuous competitive advantages are no longer land, labor and capital, but have been replaced by knowledge capital such as intellectual and innovation. Knowledge has become the critical core capital in the age of a knowledge economy flowing from information technology. The sole source of competitive advantage today is an organization¡¦s capability to learn through value cognition to create innovation value. Knowledge management has become the primary focus for enterprises in the 21st century. Enterprises shall review the informative degrees of production and working process for the implementation of knowledge management. China Steel already has all production and working process data digitalized and acts as an e-business pioneer among domestic peers in the implementation of knowledge management. This study establishes knowledge management documentation as the basis for questionnaire design. The relationships among knowledge management, engineering professionals¡¦ core competence and job performance for engineers at China Steel were studied through quantitative analysis and case study with moderating variables such as personal initiative and contextual factor. After analyzing the data, the results of the study indicate that: 1.Variations from different educational levels: For the task performance, personal performance is higher when the educational level of the engineering professionals¡¦ is lower. For the operation consciousness, although all are willing to take action for the benefit of the organization, the engineering professionals¡¦ with a lower educational level is the more enthusiastic. 2.Variations from different seniority: For the control cognition, people of higher seniority are more capable of forecasting the relationship between effort and performance, are more confident in judging an event, and are under less stress to carry out a task. While people of lower seniority are the opposite. 3.Variations from different age: In the task performance, the personal performance of older staff is superior. In control cognition, older staff is more capable of forecasting the relationship between effort and performance, are more confident in judging an event, and are under less stress to carry out a task. 4.Variations from different positions: Staff holding managerial positions above superintendent typically shows the leadership ability to influence job performance and motivate the changing. 5.A significant positive correlation was identified among knowledge management, engineering professionals¡¦core competence and job performance. 6.Knowledge management and engineering professionals¡¦core competence was positively significant to job performance. 7.Engineering professionals¡¦core competence was found to have a significant mediating effect between knowledge transfer and job performance. 8.Personal initiative and contextual factor were found to have a significant moderating effect among relationships of knowledge management, engineering professionals¡¦core competence and job performance.

Doctor of Philosophy / Curriculum and Instruction / Margaret Gail Shroyer / Thomas S. Vontz / A foundational mission of our public schools is dedicated to preserving a democratic republic dependent on a literate and actively engaged citizenry. Civic literacy is essential to supporting the rights and responsibilities of all citizens in a democratic society. Civic knowledge is the foundation of our citizens’ civic literacy. National Standards for Civics and Government (Center for Civic Education,1994) promote civic literacy for all students including elementary children. Therefore, understanding important civic concepts is essential knowledge for elementary educators. Civic knowledge has not been required or monitored in teacher preparation or licensure. At the time of this study, there were no comprehensive measures of elementary teachers’ civic knowledge. The purpose of this study was to investigate a project funded by the Center for Civic Education that developed a Civic Knowledge Inventory (CKI) for elementary teachers using a Delphi technique. Specifically, this study analyzed the use of a Delphi process to identify major civic constructs elementary teachers should know and to create a valid and reliable measure of elementary teachers’ knowledge of these selected civic constructs. The Delphi technique engaged eight anonymous civic scholars to work together via the Internet. Through rounds of input and feedback they identified important civic knowledge that elementary teachers should know and created a multiple-choice measurement tool aligned to these constructs. In final analysis, the Delphi panelists collectively created a map of civic concepts that included: Constitutionalism, Representative Democracy, Citizenship, Human Rights, Civic Society, Market Economy and Examples of Non-Democracy as essential constructs accompanied by an outline of related sub-concepts and elements. This outline was then used to design, improve, and ultimately select the best test items for each construct. An item analysis was completed on data produced by 89 volunteer pre-service elementary teachers to identify high performing items to be included in the CKI. Therefore, the CKI could be used to examine the extent to which teacher preparation programs adequately prepare elementary teachers to be civic educators and thus guide teacher preparation as well as related professional development initiatives.