What is bearing management? It can be defined as follows¡G To achieve the best quality of the rotary machinery, the supervisor in charge shall possess the comprehensive knowledge, such as, to make the plan schedule and teamwork through the management method, to review the design and selection constantly, to do the problem analysis and the proper decision making in time. The purpose is to maintain the bearing in its good condition, and accordingly, to lower the emergency shut-down and man-power loss. At the year of 2011, CSC will encounter the strike of imbalanced structure of manpower caused by the trend of retirement. Since the consistent quality of maintenance is one of the enterprise¡¦s operation costs, and is also the foundation for the profit gaining and competition with others for survival, therefore, how to efficiently pass on and refine the technical expertise to cope with this foreseeable scenario becomes one the most importance challenges for CSC at this moment. To face the above-mentioned circumstances, the Plant Engineering & Maintenance Dept in CSC is determined to take up the bearing management as one of the crucial strategy. Some steps are adopted, such as, to set up the bearing seminars and establish the disciplinary knowledge through superior-subordinate communication and coordination, and meanwhile, to set up the benchmark to regulate the Bearing Consumption Rate (BCR), to regularly assess the use of bearing basing upon the tonnage of raw steel production, and then to execute the necessary methods to modify any possible problematic situation. The objective is clear, both in financial improvement and production efficiency. The target audiences of this research are from the members who completed the course in the seminars, they now also work as the front line personnel to facilitate in the field of bearing management. Meanwhile, some in-depth interviews with the maintenance superintendents are also applied. Some detections of the outcome are as follows¡G I. It is efficient to convey the bearing education and training via the events of bearing management. II. The support from the superintendent is the direct impact on the bearing management, and also is the vital factor to improve the efficiency. III. The content of curriculum for the training and education is another impact to the improvement of efficiency and success. IV. The lecturers must be qualified, capable and knowledgeable, and acknowledged by the fellow members. V. While the motive is clear and definite, the outcome can be much more enhanced. VI. Suitable location and environment with appropriate facilities are the basis requirement to set up the training program. According to the above-mentioned outcome, this research project has made some conclusions as suggested below¡G I. Staff of managerial level must fully support the bearing management and educational training. II. The empirical exemplification and the practical exercise are the main focus in the training progress, and shall also be the criterion as for the methodology in the other field of maintenance. III. To set a solid and objective goal to get a better result. IV. To set up an operational team to establish the task of the bearing maintenance training. V. The appropriate reward will be granted for any effective cases in the maintenance of bearing. VI. Launch the website of bearing maintenance, and broadly promote bearing maintenance and educational training via e-learning.

Reading skills are widely recognized as fundamental abilities, crucial not only for academic success but also for participation in social activities and navigating interpersonal challenges. In the early formation of reading abilities, mastery of sight words is instrumental in effectively enhancing reading proficiency, particularly for individuals lacking foundational reading skills. In educational practice, flashcard intervention stands as a widely utilized instructional approach. When Kodak et al. (2020) first introduced the concept of stimulus set size and its impact on the efficiency of skill acquisition interventions, they examined differences in training efficiency among children with autism spectrum disorder (ASD) when exposed to four distinct stimulus set size conditions. Their findings suggested that larger stimulus set sizes tend to correlate with higher training efficiency. Expanding upon Kodak et al.'s research, the present study transitions this investigation into the context of general education settings, focusing on children's learning of sight words. By comparing the number of training trials, training time, and successful recognition rates among three participants across four different stimulus set size conditions, the study assesses the influence of stimulus set size on the efficiency of sight word training. The results indicate a positive correlation between larger stimulus set sizes and higher training efficiency. Nevertheless, it is imperative to acknowledge the potential constraints on the generalizability of these findings stemming from the homogeneity observed among participants. To fortify the relevance and resilience of the conclusions drawn, forthcoming research initiatives should seek to rectify these limitations by inclusively sampling diverse cohorts. By doing so, the resultant insights can be more effectively applied across various domains, thereby augmenting their broader utility and impact.

Recently, the comparison of “periodized” strength training methods has been a focus of both exercise and sport science. Daily undulating periodization (DUP), using daily alterations in repetitions, has been developed and touted as a superior method of training, while block forms of programming for periodization have been questioned. Therefore, the purpose of this study is to compare block to DUP in Division I track and field athletes. Thirty-one athletes were assigned to either a 10-wk block or DUP training group in which sex, year, and event were matched. Over the course of the study, there were 4 testing sessions, which were used to evaluate a variety of strength characteristics. Although performance trends favored the block group for strength and rate of force development, no statistically significant differences were found between the 2 training groups. However, statistically different (P ≤ .05) values were found for estimated volume of work (volume load) and the amount of improvement per volume load between block and DUP groups. Based on calculated training efficiency scores, these data indicate that a block training model is more efficient than a DUP model in producing strength gains.