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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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Made available in DSpace on 2014-06-12T15:54:41Z (GMT). No. of bitstreams: 2 arquivo7281_1.pdf: 2452335 bytes, checksum: 286cebac7276906c593a99b2525d02aa (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2005 / Engenharia de Requisitos e Arquitetura de Software vêm estabelecendo áreas de pesquisa, educação e pratica dentro da comunidade de Engenharia de Software. A evolução dessas duas disciplinas vem, entretanto, ocorrendo de forma independente, o que estabelece um problema de integração entre as duas disciplinas a ser explorada. A Engenharia de Requisitos identifica o propósito de sistemas e o contexto no qual serão utilizados. Arquitetura de Software define os componentes do software, suas propriedades e seus relacionamentos. Adicionalmente, Arquitetura de Software é reconhecida por ter grande importância no atendimento dos requisitos não-funcionais, tais como: disponibilidade, confidencialidade, manutenabilidade, segurança e evolução do sistema. Há um relacionamento claro entre as duas disciplinas, apesar disso, desenvolver requisitos de sistemas dentro de arquiteturas de software que satisfaçam àqueles requisitos é ainda uma tarefa difícil, baseada principalmente na intuição. Entender e dar suporte à integração entre os conceitos de requisitos e arquiteturas é um dos principais problemas nas pesquisas da Engenharia de Software. Para reduzir estes problemas, este tese propõe técnicas para derivar um modelo arquitetural a partir de especificações de requisitos em Sistema Multi-Agentes (MAS). Esta tese propõe uma estrutura para identificar e mapear os elementos arquiteturais e as dependências entre estes elementos, usando como base os requisitos declarados no sistema e conceitos organizacionais. Nossa abordagem propõe que um Sistema Multi-Agentes (MAS) corresponde a uma estrutura organizacional na qual os atores são membros de um grupo com o propósito de atingir um objetivo. Uma organização compreende grupos, membros, objetivos, papéis e interações. A idéia básica do conceito de grupo é fornecer uma referência coletiva de um conjunto de papéis que executam, de forma colaborativa um conjunto de tarefas para atingir os seus objetivos. Um membro, quando assume um papel, não trabalha isolado, mas interage e coopera com outros papéis. Nossa abordagem é baseada em dois modelos complementares que separam os conceitos de organização e de atribuição. No modelo organizacional, os objetivos do grupo são identificados a partir do modelo de requisitos do sistema. A organização social consiste em papéis e interações. No modelo da atribuição, os papéis são agrupados em sub-grupos. Estes sub-grupos são atribuídos aos componentes, baseados em sua similaridade com cada componente arquitetural. O resultado é uma configuração arquitetural, na qual os sub-grupos são alocados nos componentes da arquitetura

Dissertation presented in partial fulfilment of the requirements for the degree of Master of Arts (Clinical Psychology) at the University of Zululand, South Africa, 2012. / Previous research has shown that in the past males generally had negative attitudes and opinions about gender equity and the development of female autonomy and emancipation. The present study aimed to explore the perceptions of male university students in KwaZulu-Natal about independent women. More specifically the researcher tried to investigate whether “new generation” South African males are more accepting of gender equity and the independence and emancipation of South African females. An interpretive perspective was employed. A total of 6 assenting male university students, 3 from the University of KwaZulu-Natal and 3 from the University of Zululand situated in the province of KwaZulu-Natal, participated in the present study. In line with the researcher’s epistemology, the methodology was qualitative in nature and semi-structured interviews were used. All the participants were given a short biographical questionnaire and a one-on-one semi-structured interview was conducted thereafter. The research data was subjected to thematic analysis. The significant themes that emerged from the analysis are presented in the results chapter. The present study’s overall findings suggested that the “new” male generation of KwaZulu-Natal still generally hold negative attitudes and perceptions about gender equity and South African independent females. However, it was also found that the “new” South African male generation of the University of KwaZulu-Natal and University of Zululand is more receptive to the independence of South African females than the “older” South African male generation. In conclusion the present study’s contributions as well as shortcomings are discussed, along with recommendations for future research.