The Generation Connection Program (GCP), an intergenerational program transfer initiative, was examined as the focus of this study in order to determine how an enabling agency approach can advance the implementation and sustainability of innovative intergenerational programs throughout a community. Teachers and long term care staff from three sites with active programs and staff from two sites that had disbanded programs participated in this study. Additional data included field notes from intergenerational program activities and orientations observations, journal articles, implementation package materials, newspaper articles, and the GCP s internal written documents. This study was largely exploratory, as the critical factors for the successful transfer of social programs are not clearly understood. Five themes emerged from the data: the process of program transfer as a continual process, the transfer of knowledge and skills, building collaborative relationships between long term care staff and teachers, continual innovation, and building capacity through networks. The findings suggest that a community-based managed network approach, combining central agency leadership with capacity in long term care centers and schools/child care centers, can advance the implementation and institutionalization of intergenerational programs. / Master of Urban and Regional Planning

An analysis of computer diagnostic systems shows that most systems use answer data (product) for their analyses. This process of determining an error pattern, in addition, does little in the way of telling a teacher what should be done to help the child. This two-fold problem, extant in all computerized arithmetic diagnostic systems to date, prompted this study which sought other data sources in order to bring about more accurate computer analyses. A cognitive orientation suggested that the use of clinical diagnostic techniques should be explored as an alternative to error analysis. Essentially, these two approaches were compared. That is, to what extent does error pattern diagnosis (an essentially product oriented approach) and clinical mathematical diagnosis (a process oriented approach) interrelate? Participants for this study were five, eight year olds from southwest Virginia. These children completed a test that was developed by Van Lehn (1982). This test was analyzed for error patterns and the children were selected on the basis of their error patterns. These children were then tested in a clinical setting using a measure developed for this study in cooperation with a clinical mathematics diagnostician. The analysis was done on the results of these two measures and the protocols collected during the clinical interviews. The results indicated that there was no clear connection between the two types of diagnosis, but the analysis did yield a broader description of each individual participant. That is, error analysis or clinical mathematics alone does not completely describe an individual's knowledge of mathematics. / Master of Arts

The Global Supply Chain Forum (Stanford Global Supply Chain Forum Web Resource, http://www.stanford.edu/groups/scforum) defines supply chain management (SCM) as “Supply chain management is the integration of key business processes from end user through original suppliers that provides products, services and information that add value for customer and other stakeholders.” The rapid development of the Internet has dramatically changed the traditional definitions of manufacturer, suppliers and customers. Newer approaches to supply chain management attempt to organize the supply chain as a network of cooperating intelligent agents, each performing one or more supply chain functions and each coordinating actions with one another. This research is aimed at creating a viable model of a single manufacturer single supplier collaborative supply chain system using a Vendor Managed Inventory (VMI) system. The research further uses known inventory performance parameters to performance benchmark the VMI system with traditional push-pull systems, develop a collaborative forecasting spreadsheet solution and a best alternative ordering policy amongst EOQ, Monthly, JIT and VMI policies under known lead time and a variety of demand distribution functions. / Master of Science

The purpose of this study was to determine if various predictor variables, the personal characteristics of training managers and the characteristics of the organizational training units represented by these individuals, exist in explaining a criterion variable, the adoption of computers as tools for training in business and industry. Another question addressed a combination of variables to predict training managers' utilization of computers in business and industry. For collecting data, a 10% random sample was drawn from the 21,800 individuals who were 1984 members of the American Society for Training and Development. From this sample of individuals, those members who represent training units in business and industry and had titles of training executives, training managers, or training directors were surveyed. Information concerning representation of training managers was found in the 1984 Who's Who in Training and Development. A mailed questionnaire was used to collect data related to the personal characteristics of training managers and the organization training units that were represented by these managers. The questionnaire used in this research was designed so that the respondents could record their answers on the instrument. These data were then transferred to a computer data file for statistical analysis using SPSSX. Of the 505 individuals responding, 45.1% (n = 228) used computers in training and 54.9% (n = 277) were not using computers in training. Computer users most frequently indicated using microcomputers to deliver their training programs and the most often cited location for training was in decentralized areas. The tutorial instruction strategy was stated as being used by an excess of 90% of the respondents and over 75% indicated using either problem/test or drills. Also, over 50% indicated using the following computer-based training application: technical skills, management training, clerical training, computer literacy training and training management. Respondents utilizing computers noted that a mean of 14% of their total training effort was accomplished via the computer. With regard to personal characteristics, age, training years experience, experience with present organization and level of education did not appear to be predictor variables in determining the adoption of computers by training managers. However, computer knowledge/skills seem to indicate predictor variables for determining adoption. This study identified six such variables: owning a personal computer, using a computer on the job, reading computer literature on training, participating in computer-assisted instructional programs, receiving computer-based training prior to being a training manager and writing computer programs. In addition, a significant difference was found between computer users and non-users on the attitude dimension of whether computer-based training was welcomed into the organization's training delivery system and whether computer-based training would assist in making training managers more efficient at their job. Characteristics of the organizational training units represented in this study appeared to indicate predictor variables for the adoption of computer-based training. The variables identified in this research were the size of the organization as indicated by the number of employees and the annual corporate income of the organization. / Ed. D.

Universiẗat, Diss--Köln, 2007.

Thesis (Ph. D.)--Rand Graduate School, 2002. / Includes bibliographical references (p. 64-70).

Thesis (Ph. D.)--RAND Graduate School, 2000. / Includes bibliographical references (p. 309-317).

Thesis (Ph. D.)--RAND Graduate School, 2000. / Includes bibliographical references (p. 309-317).

Thesis (M.S.)--University of Michigan, 1995.

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2928. Typescript. Abstract precedes thesis as preliminary leaves iii-iv. Includes bibliographical references 122-127.