Дисертації з теми "Airport Cooperative Research Program"

Interval uncertainty affects our decision making activities on a daily basis making the data structure of intervals of real numbers more and more popular in theoretical models and related software applications. Natural questions for people or businesses that face interval uncertainty in their data when dealing with cooperation are how to form the coalitions and how to distribute the collective gains or costs. The theory of cooperative interval games is a suitable tool for answering these questions. In this thesis, the classical theory of cooperative games is extended to cooperative interval games. First, basic notions and facts from classical cooperative game theory and interval calculus are given. Then, the model of cooperative interval games is introduced and basic definitions are given. Solution concepts of selection-type and interval-type for cooperative interval games are intensively studied. Further, special classes of cooperative interval games like convex interval games and big boss interval games are introduced and various characterizations are given. Some economic and Operations Research situations such as airport, bankruptcy and sequencing with interval data and related interval games have been also studied. Finally, some algorithmic aspects related with the interval Shapley value and the interval core are considered.

Virginia Cooperative Extension's Family Nutrition Program (FNP), which includes EFNEP and SNAP-Ed, works to help limited-resource families across the state make informed food-choices. Virginia Cooperative Extension (VCE) lacks open-access physical activity resources representing individuals with varying weights, races, and ethnicities. In 2015, an integrated research-practice partnership was initiated for the development of an evidence-based physical activity resource for peer educators employed by FNP to use. The video suite, Move More, Virginia!, was created as open-access and includes demographically diverse individuals, representative of FNP clients. Study I determined client perceptions of physical activity and preferences for new resources. Study II identified FNP peer educators' perceptions of physical activity, their resource needs, and intent to use Move More, Virginia! resources. Both studies involved quantitative and qualitative data through surveys and focus groups. Formative data collected in Study I revealed the prominent themes related to clients (n=12) were physical activity facilitators (n= 100 meaning units (MU)) and physical activity barriers (n=77 MU). In Study II, peer educator responses(n=15) led to the emergence of four themes related to physical activity itself: barriers to incorporating physical activity within FNP (n=189 MU), physical activity facilitators (n=106), current delivery of physical activity (n=102 MU), and physical activity barriers (n= 16 MU). When prompted to share video specific feedback, the top theme was positive video feedback (n = 115 MU). Identified themes and subthemes provide deeper understanding of the organizational culture within FNP as thoughts, perceptions, and barriers to incorporating physical activity into FNP curriculum are highlighted.
Master of Science

This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action programs; developing a life purpose; promoting racial understanding; and promoting cultural understanding. The statistically significant behavioral factors were the frequency with which students participated in activities such as attending religious services; smoking; feeling overwhelmed or depressed; playing a musical instrument; discussing politics; and being involved in political campaigns. Other statistically significant behavioral factors were the frequency with which students participated in critical thinking activities such as using logical arguments to support their opinions; seeking alternative solutions to problems; researching scientific articles; exploring topics of personal interest; and accepting mistakes. The statistically significant familial factors were the religious preferences of the students' fathers and mothers. The results can give insight into the political characteristics of the students with whom student affairs professionals work. They can be used to inform the planning and implementation of educational programs that aid in students' political identity development.

Using factors of low income, parents' levels of education, and family composition as determinants of educationally at-risk status, study investigated differences between first generation, undergraduate college students from families in lowest quintile of income in the U.S, One group consisted of students from single-parent households and the other of students from two-parent households. Data were from CIRP 2003 College Student Survey (CSS) and its matched data from the Freshman Survey (Student Information Form - SIF). Differences examined included student inputs, involvements, outcomes, and collegiate environments. Included is portrait of low income, first generation college students who successfully navigated U.S. higher education. The number of cases dropped from 15,601 matched SIF/CSS cases to 308 cases of low income, first generation college students (175 from single-parent households and 133 from two-parent households). Most of the 308 attended private, 4-year colleges. Data yielded more similarities than differences between groups. Statistically significant differences (p < .05) existed in 9 of 100 variables including race/ ethnicity, whether or not English was first language, and concern for ability to finance education as freshman. Data were not generalizable to all low income, first generation college students because of lack of public, 4-year and 2-year colleges and universities in dataset. Graduating seniors' average expected debt in June 2003 was $23,824 for students from single-parent households and $19,867 for those from two-parent households. 32% from single-parent households and 22% from two-parent households expected more than $25,000 of debt. Variables used on SIF proved effective tools to develop derived variables to identify low income, first generation college students from single-parent and two-parent households within CIRP database. Methodology to develop derived variables is explained.

Poor diet and physical inactivity contribute to excessive weight and related diseases in the United States. Given the increasing rates of adult overweight and obesity among Americans, there is a need to develop and implement effective prevention and treatment strategies to decrease the public health burden of obesity-related chronic diseases. Faith-based organizations (FBOs) provide a unique setting and partnership opportunity for delivering evidence-based programs into communities that can be sustained. The federally funded Virginia Supplemental Nutrition Assistance Program Education (SNAP-Ed) delivered through Virginia Tech's Cooperative Extension and Family Nutrition Program, utilizes evidence-based programs to promote healthy eating and physical activity among limited income populations. The Virginia SNAP-Ed Volunteer Led Nutrition Education Initiative uses SNAP-Ed agents and educators to reach limited income populations by training and coordinating volunteers from communities to deliver nutrition education programs. However, these partnerships and training initiatives have been underutilized in FBOs across Virginia. This dissertation research describes four studies conducted to better understand how to facilitate collaborative partnerships and health-promotion programming initiatives between academic/extension educators and FBOs to build capacity and inform future initiatives within VCE. Study one conducted a literature review to examine FBO characteristics and multi-level strategies used to implement nutrition and physical activity interventions. Study two examined VCE SNAP-Ed agents' perspectives on FBO partnerships to deliver health programming. Study three assessed three FBOs and their member health needs to identify policies, systems and environments to support healthy lifestyles. Study four examined the acceptability of Faithful Families, a faith-based nutrition and physical activity program delivered in a rural church, and explored ways to build capacity for program sustainability through input from stakeholder partners. Results across studies yielded information which helped to identify and prioritize strategies for promoting FBO partnerships within VCE and helped to generate questions that merit further investigation to identify specific culturally relevant strategies for promoting health in FBOs. This exploratory body of research contributes to the field by describing relevant opportunities for academic sectors to partner with FBOs using participatory approaches to increase partnership readiness and build capacity to carry out and sustain health programs within faith settings.
Ph. D.

This research provides performance metrics for cooperative research centers that enhance translational research formed by the partnership of government, industry and academia. Centers are part of complex ecosystems that vary greatly in the type of science conducted, organizational structures and expected outcomes. The ability to realize their objectives depends on transparent measurement systems to assist in decision making in research translation. A generalizable, hierarchical decision model that uses both quantitative and qualitative metrics is developed based upon program goals. Mission-oriented metrics are used to compare the effectiveness of the cooperative research centers through case studies. The US National Science Foundation (NSF) industry university cooperative research center (IUCRC) program is the domain of organizational effectiveness because of its longevity, clear organizational structure, repeated use and availability of data. Not unlike a franchise business model, the program has been replicated numerous times gaining recognition as one of the most successful federally funded collaborative research center (CRC) programs. Understanding IUCRCs is important because they are a key US policy lever for enhancing translational research. While the program model is somewhat unique, the research project begins to close the gap for comparing CRCs by introducing a generalizable model and method into the literature stream. Through a literature review, program objectives, goals, and outputs are linked together to construct a four-level hierarchical decision model (HDM). A structured model development process shows how experts validate the content and construct of the model using these linked concepts. A subjective data collection approach is discussed showing how collection, analysis and quantification of expert pair-wise-comparison data is used to establish weights for each of the decision criteria. Several methods are discussed showing how inconsistency and disagreement are measured and analyzed until acceptable levels are reached. Six case studies are used to compare results, evaluate the impact of expert disagreement and conduct criterion-related validity. Comparative analysis demonstrates the ability of the model to efficiently ascertain criteria that are relatively more important towards each center's performance score. Applying this information, specific performance improvement recommendations for each center are presented. Upon review, experts generally agreed with the results. Criterion-related validity discusses how the performance measurement scoring system can be used for comparative analysis among science and engineering focused research centers. Dendrograms highlight where experts disagree and provide a method for further disagreement analysis. Judgment quantification values for different expert clusters are substituted into the model one-at-a-time (OAT) providing a method to analyze how changes in decisions based on these disagreements impact the results of the model's output. This research project contributes to the field by introducing a generalizable model and measurement system that compares performance of NSF supported science and engineering focused research centers.

Rapid development of large scale logging and increasingly intensive petroleum exploration and development in boreal mixed-wood forest of northeastern Alberta resulted in land use conflicts on caribou (Rangifer tarandus caribou) range. Attempts to resolve these conflicts resulted in the formation of a unique government/industry cooperative to jointly develop land use guidelines and to fund research programs to investigate various aspects of caribou ecology. The Northeast Region Standing Committee on Woodland Caribou (NERSC) was formed with the goal to develop an effective plan that will ensure the long term survival of caribou while allowing for renewable and non-renewable resource development. NERSC membership is diverse. The committee is comprised of representatives from 24 petroleum companies, two forest companies, two peat moss companies, and representatives of the aboriginal community, Alberta environmental Protection, Alberta Energy, and Alberta Energy and Utilities Board. This paper describes the mandate, structure and functioning of NERSC, and outlines the objectives and design of the caribou research program. The paper also describes how research findings were applied in recommending modified industrial land use guidelines to more effectively integrate caribou protection needs with industrial resource development objectives. It concludes with a discussion of this new process of cooperative land use management.

碩士
國立新竹教育大學
人資處課程與教學碩士班
100
Abstract This study aims to explore the design process of using story structure, co-integration in teaching reading and writing curriculum programs, and the copying strategies in responding to the difficulties deriving from implementing curriculum programs. This study also reflects on the growth and change taking place in action research in examining the change of course of cooperation and resulting effectiveness in students reading comprehension, writing and performance skills. The subjects of this study are the third graders taught by the researcher, grouping students of heterogeneity according to the third-grade reading comprehension test as the pre-test, and employing as a research tool customized evaluations of unit reading comprehension, writing scale, and cooperation from assessment. The data is to be obtained in a single sample t-test, employing excel line chart drawing software and other statistical methods to quantify the percentage of data analysis. The researcher will also participate in classroom observations, student interviews, students learning charts, reading certification forms, and feedback questionnaires to summarize and qualify analysis. The outcome serves to better understand the students’ learning process and effectiveness, and to strengthen self-improvement and professional growth. The objectives of this study are concluded as followed, I. Course design 1. An integrated reading and writing curriculum based on story structure design employs genre articles as teaching material. Its reading strategy teaching first focuses on the structural elements of the story then on to advanced reading activities. 2. The curriculum programs emphasize first on reading and second on writing. The design of reading activity consists of reciting feedback, vocabulary and phrase practice, story structure element finding, and paraphrasing story. The design of writing activity comes from and incorporates the themes of reading activities. 3. The theme of the cooperative integrated reading and writing curriculum design should relates to student life, taking into account all aspects of integration in cooperation, reading, and writing, and adopting spiral curriculum teaching method while retaining the flexibility to adjust. II, The implementation of the curriculum 1. A cooperative integrated reading and writing course should enable the children to learn and to develop individually, as well to cultivate their self-confidence by means of multi-leveled evaluation tools. 2. The curriculum programs group students by heterogeneity with much longer time allotted to guide and plan the course prior to teaching, so as to enhance the rapport of group learning. 3, In case the curriculum involves too many activities, lengthen the activity time will help students to digest the contents of new materials. III. Parameters, the performance of students 1. The curriculum program can enhance students' reading comprehension and writing performance. 2, Cooperative learning cultivates students a sense of responsibility, team work, social interaction skills, and self-learning capacity. IV. Students feedback and the researcher personal growth 1. Students in this study responded positively to story-structured teaching and the cooperative integrated reading and writing curriculum. 2. The process of action research enhances the researcher’s ability in curriculum design and self-reflection in teaching, particularly evident in that the researcher modified her original plan on reading and writing to invite the students participating in learning. 3. The researcher in the course of this study found like-minded research partners, whose collaboration in this study in return influences their teaching approaches. V. Recommendations based on this research findings to school administration, teaching, and future researchers. Keywords: cooperative learning, story structure, Cooperative Integrated Reading Composition

碩士
國立屏東科技大學
技職教育研究所
101
The purpose of this study is to understand overseas Chinese students’ life adjustment in the rotary cooperative education program of vocational high school. The study was designed to collect data through in-depth, semi-structured interviews with five overseas Chinese students in the rotary cooperative education program of vocational high school, the home teacher of the overseas Chinese students, and the mentor of their practicum in the factory. The data were analyzed with the thematic analysis method. The main conclusions of the research are as follows: 1. Overseas Chinese students’ life adaptation and the affecting factors： (1) Learning aspects-Their Chinese language proficiency influenced the overseas Chinese students’ learning, and the early learning experience was one of the main factor affecting their learning. (2) Cultural aspects- The opinions and feelings of overseas Chinese students were easily neglected. Their problems were not solved even though they proposed their problems to the school teachers. (3) Interpersonal relationship aspects- Facing the racial discrimination from local students and the factory colleagues’ lack of cooperation, the overseas Chinese students strengthened themselves to change the viewpoints of the peers and colleagues. (4) Psychological aspects-Homesickness made the overseas Chinese students painful most. However, it was also the source to encourage them to move forward. (5) Working aspects-Initially, overseas Chinese students worried that they would make mistakes in the workplace. However, due to their professional work ethics, they were competent for their work. 2. The coping strategies of the overseas Chinese students’ life adaptation: (1) The positive strategies that the overseas students used to cope the problems were the following：a. actively seeking for the supports to overcome the plights; b. bravely facing and enhancing their competitiveness in order to meet the challenges; c. facilitating the self-adjustment to responded to the environment; d. being out of the situation and insisting on being themselves; e. after rationally thinking, making the positive breakthrough; f. Easing the bad mood to release the pressure. (2) The negative strategy that the overseas students used to cope the problems was to giving up if they could not making a breakthrough.

碩士
國立東華大學
特殊教育學系
104
Research On Multiple Mice Cooperative Program Separation Mode To Enhance The Social Interactions Performance Of Elementary School Students With Autism In Computer Coloring Game Research Results Abstract The purpose of this study was to explore the effect of Multiple Mice Cooperative Program Separation Mode approach on the Social interactions performance of elementary students with autism in computer coloring game. The study was performed according to an ABAB design. The study consisted of four phases, including: (1) baseline phase (A1), (2) the first time intervention phases (B1), (3) withdrawal and inverted back phases (A2), (4) the second intervention phases (B2). The data showed that the average responses of subject A in social interactions was1.01 times/min in A1 phase, 7.54 times/min in B1 phase, 1.5 times/min in A2 phase, and then 7.86 times/min in B2 phase. The average responses of subject B in social interactions was 1.17 times/min in A1 phase, 6.05times/min in B1 phase, 1.10 times/min in A2 phase, and then 6.65 times/min in B2 phase.The average responses of subject C in social interactions was 1.14 times/min in A1 phase, 9.00 times/min in B1 phase, 2.71times/min in A2 phase, and then 9.66 times/min in B2 phase. The Visual Analysis between adjacent stage, which reached p＜.01 obvious level. The data showed that three participants' target responses in social interactions was significantly increased with the technical skills. The results showed that Multiple Mice Cooperative Program Separation Mode can enhance the social interactions performance of three groups of subjects. Finally, the research provides related suggestions for the future applications of education and follow-up study according to research. Expect for the elementary school students with autism in social interaction. iv Keywords: Multiple Mice Cooperative Program, Autism, Social interactions, Computer coloring game

碩士
國立東華大學
特殊教育學系
104
The purpose of this study was to explore the effect of Multiple Mice Cooperative Program Cooperation Mode approach on the Social interactions performance of Students with autism with their peers in computer coloring game.The study was performed according to an ABAB design. The study consisted of four phases, including: (1) baseline phase (A1), (2) the first time intervention phases (B1), (3) withdrawal and inverted back phases (A2), (4) the second intervention phases (B2). Date showed that the average responses of target responses (ie social interactions) of subject A was 0.00 times/min responses in A1 phase, 3.16 times/min responses in B1 phase, 0.09 times/min responses in A2 phase, and then 3.50 times/min responses in B2 phase. The average responses of target responses (ie social interactions) of subject B was 0.09 times/min responses in A1 phase, 9.39 times/min responses in B1 phase, 0.00 times/min responses in A2 phase, and then 10.90 times/min responses in B2 phase.The average responses of target responses (ie social interactions) of subject C was 1.37 times/min responses in A1 phase, 11.40 times/min responses in B1 phase, 1.77 times/min responses in A2 phase, and then 12.23 times/min responses in B2 phase.The data showed that three participants' target responses (ie social interactions) significantly increased during the intervention phases. The results showed that Multiple Mice Cooperative Program Cooperation Mode can enhance the social interactions performance of three groups of subjects. Practical and developmental implications of the findings are discussed.

碩士
國立勤益科技大學
專案管理研究所
103
The main competitive weapon for the business success is human resources. Many studies have emphasized that the service staff in the front line is the key factor which affects the business success or failure. As Taiwan’s whole industrial structure has evolved from the early agricultural society till now, consumers’ needs for non-essential daily commodities have obviously increased. Besides that, since our government has actively promoted the leisure, tourism and hospitality industry, consumption and its ideology have turned into the emphasis on the industry of leisure and tourism industry; meanwhile, the development of Taiwan’s entire tourism and hospitality education has been urged as well. Regarding to schools, in order to help students combinetheir academic study with their practical work, most departments of leisure and hospitality management and other relevant fields of vocational institutions have added off-campus internship to the academic curriculum. Through the internship which lasts 2 to 4 months, it is expected that the students can combine their academic study with their practice and continue staying in this industry.But, that is not the case. Nowadays, the resignation rate of the students who participate in the hospitality learning program still stays high. Therefore, in this research we first adopts the Delphi Method and literature reviews to develop a questionnaire comprising four perspectives and sixteen criteriain terms of organizational commitment, personality traits, job stress, jobsatisfaction, etc. Second, the Analytic Network Process (ANP) is applied to explore the reasons that the students of the cooperative business internship program tend to leave the hospitality industry, and then we find out the association with thewill of the hospitality interns who chose not to get involved into this industry after graduation as well as offer some suggestions, in an attempt to increase the number of the hospitality interns who are willing to continue devoting themselves to the tourism and hospitality industry and to provide students, schools and enterprises with the methods which can enhance the outcome of the cooperative business education system forreference.

碩士
經國管理暨健康學院
健康產業管理研究所
98
Abstract Economic downturn, coupled with domestic economic environment deteriorating, making the domestic industry faced a new crisis. The hardest hit, that is,Taiwan worked to create "economic miracle" of the traditional industries; Thereby affecting many low-income households of families can not cope rising tuition, students are forced to work part time and gradually increase the ratio, it leads to significant increase in students choose Cooperative Education Program. In this study, Cosmetology, Taipei County School of Home Economics cooperative education students as the research object, is to explore job stress, job satisfaction and job Willingness and make recommendations for the study, as management information. In this study, a questionnaire by convenience sampling, 546 questionnaires were officially recovered 525 were used for data analysis; SPSS 12.0 and AMOS 5.0 statistical software for statistical analysis tool, the sample data to factor analysis, t test, ANOVA analysis, correlation analysis, multiple regression analysis, structural equation modeling approach for analysis. The study found: Beauty cooperation education classes of students of different background variables on job stress, job satisfaction and employment will, some significant differences. The variables between the large dimensions showed a significant correlation; (1) coperative Education Program students in the practice of the background and the practice of job stress were significantly different. (2) Cooperative Education Program students in the practice of the background and the practice of job satisfaction were significantly different. (3) Cooperative Education Program students in internships and employment background variables will have significantly different for other companies. (4) Cooperative Education Program students in the internship job stress and job-related companies will have significantly different for other companies. (5) Cooperative Education Program students in the internship job stress and job satisfaction was negatively correlated for other companies. (6) Cooperative Education Program students in internships and employment job satisfaction will positively correlated for other companies. (7) Cooperative Education Program students in the internship job satisfaction and employment for the working pressure will have intermediate effects.Work stress and job satisfaction and employment will negatively correlated, when the pressure of work the higher the degree of job satisfaction is relatively low, and the relative effects continue to engage the will of the related industries of employment will be lower.