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Dissertations / Theses on the topic 'Knowledge differences'
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Bowen, Kristy Rae. "Gender differences in knowledge." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28868.
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Lings, Pamela Margaret. "Subject differences in applying knowledge to learn." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361382.
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Persson, Paula. "Knowledge sharing while teleworking : How it occurs, differences and knowledge sharing barriers." Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80264.
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Knowledge is the resource that provides the best possibilities of being competitive since it increases while used and is difficult to copy. Knowledge sharing has been shown to increase organizational performance in both tangible and intangible measures. Therefore, it is important that employees of a research and development department in a large Swedish industry, that were recommended to telework in combination with short-time working due to covid-19, continue sharing knowledge. This study aimed to analyze how employees in a development department share knowledge while teleworking and how it differs from knowledge sharing in a traditional office. The phenomenon was analyzed in-depth, especially what prevents the knowledge from being shared and knowledge sharing barriers that exist during telework. The objective was to gain further knowledge of how departments can share knowledge efficiently while teleworking. A qualitative single case study was conducted and 8 semi-structured interviews were held with employees at the department. The findings suggest that knowledge sharing occurs with tools that are used in a traditional office and that is no difference in terms of whom employees share knowledge with, but the face-to-face meetings are missing. A further suggestion is that it occurs by less informal knowledge sharing and that the meetings tend to have a stricter agenda that is kept at a higher degree than when working in a traditional office. The knowledge sharing barriers identified were: challenging to express knowledge, time constraints, uncertainty which knowledge to share with whom, less informal places to share knowledge, lack of trust, differences in experience/knowledge/education, attitude, and culture & leadership. The results give companies in similar situations cognizance of how knowledge sharing occurs and differ when suddenly teleworking is required and knowledge sharing barriers that exist. These findings identify risks and difficulties of knowledge sharing when teleworking.
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Davenport, Brandy, Marc Fagelson, Marcy Kay Lau, and Saravanan Elangovan. "Public Knowledge and Opinions on Differences Between Hearing Professionals." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/63.
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Both audiologists and hearing instrument specialists (HIS) can assess hearing loss and fit hearing aids; consumers interested in purchasing hearing aids can choose the type of hearing professional they see. However, there are vast differences in required training and scope of practice for each professional and advanced test batteries, such as those associated with vestibular assessment and tinnitus management, may distinguish the two professional groups more thoroughly than standard hearing testing and hearing aid fitting. This study aimed to determine the knowledge and opinions the average individual possesses regarding differences between these two types of hearing professionals in order to identify areas in which audiologists can more effectively differentiate themselves from hearing instrument specialists.
A one-time survey was administered at 3 locations to a total of 47 English-speaking participants over the age of 18. Locations included the 2018 Remote Area Medical event in Gray, TN; the Johnson City Senior Center, and the Bristol Public Library. The survey consisted of 8 demographic questions with 3 additional questions if the participant wore hearing aids, followed by 18 questions that covered “Diagnostics,” “Intervention,” and “Interpersonal Patient Interactions.” Responses were analyzed for trends in overall data as well as in sub-categories for gender, household income, education level, age, and hearing aid use.
Overall, participants tended to believe audiologists were most likely to perform tasks in the “Diagnostic” category, while a majority of participants believed both professionals could perform tasks in the “Intervention” category. There was no clear trend within the “Interpersonal Patient Interactions” category. Most participants believed that either both professional groups, or only audiologists, could perform most tasks adequately, indicating subjects likely do understand differences between the two professionals.
In analyzing results, two issues emerged. The first was that the majority of participants believed that they would not be likely to pay a reasonable price for hearing aids when visiting either professional. One reason may be that only a few hearing aid companies produce most of the world’s hearing aids, leaving little room for low-cost competition. The “bundled” method which most hearing healthcare providers use for selling hearing aids along with services might also exert an influence on the perception of hearing aid pricing and may not be clear to patients who try to understand the actual cost of devices and services.
Another issue identified in this survey was access. A significant number of respondents believed it was difficult to make and attend appointments with either professional, signifying a possible deficit in this area in access to hearing healthcare. The barriers to access included income, availability of transportation, inconvenient provider hours, and lack of insurance coverage. The results suggested that audiologists and HISs face challenges when recommending personal hearing devices to support rehabilitative efforts. Additionally, the provision of services that utilize advanced diagnostic batteries, such as balance assessment and tinnitus services, may offer audiologists an opportunity to distinguish their practices from those managed by HISs.
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Luke, Anna K. "Examining differences in parent knowledge about pediatric food allergies." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555324911098815.
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Laumann, Lisa L. "Adult age differences in vocabulary acquisition as a function of individual differences in working memory and prior knowledge." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=614.
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Thesis (Ph. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vii, 78 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 34-38).
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Austin, Lydia B. (Lydia Bronwen). "Individual differences in knowledge representation and problem- solving performance in physics." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41100.
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Concept mapping in college-level physics was investigated. The study was carried out in three parts. First, an attempt was made to validate concept mapping as a method of evaluating student learning at the junior college level (ages 16-21). Several measures were found to be sensitive to differences in students' achievement. Second, the effectiveness of concept mapping as an instructional strategy was investigated. It was found that the strategy led to improvement in multistep problem-solving performance but not in performance on single step problems. Third, the concept maps made by experts in the field were compared with the maps made by high achieving and average achieving students to see if this is yet another way in which high performance and expertise are related. It was found that the high achieving students made maps which more nearly resembled the maps made by experts than those made by average achieving students.
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Stafford, Judy Mary. "Expert-novice differences in resequencing as a function of knowledge base." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63888.
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Moreira, Rashidat Oladotun. "Age and Gender Differences in Attitudes and Knowledge about Alzheimer's Disease." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27382.
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The purpose of this study was to examine possible age and gender discrepancies in knowledge and attitudes towards individuals with Alzheimer's disease (AD). Data were taken from a Midwestern survey study of community-dwelling adults aged 18-88 (N=211). Participants were divided into two age groups: younger adults (ages 18-49), and older adults, encompassing the Baby Boom generation (ages 49+). The findings indicated that, relative to older adults, younger adults were: less likely to know someone with AD; less likely to make lifestyle changes to reduce their AD risk; and less factually knowledgeable about AD. However, younger adults reported more positive attitudes about AD. When demographic variables, knowing someone with AD, and knowledge of AD were examined simultaneously as predictors of attitudes, the following were significant: age, knowledge, and knowing someone with AD. Gender had no significant relationships with any of the outcome variables examined. Interpretations of these findings were discussed.
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Dalrymple-Alford, Joseph. "Does vocabulary knowledge influence speech recognition in adverse listening conditions?" Thesis, University of Canterbury. Communication Disorders, 2014. http://hdl.handle.net/10092/9334.
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Purpose: To investigate the effects of vocabulary, working memory, age, semantic
context, and signal-to-noise-ratio (SNR) on speech recognition in adverse conditions
(multitalker babble) in normal-hearing listeners aged 18-35. First, a general
hypothesis was tested that listeners with larger receptive vocabularies would be
more accurate at recognising speech in noise than listeners with more limited
receptive vocabularies, even when target stimuli are words with high lexical
frequency. A second more specific hypothesis was that the vocabulary would be
predictive of speech recognition accuracy when the signal was moderately
degraded, but not mildly or severely degraded.
Method: 80 sentences with a high (HP) or low (LP) degree of semantic predictability
(40 HP and 40 LP) were recorded from a male speaker of NZ English. These
sentences were used as experimental target stimuli, and presented in multitalker
babble at four SNRs: -8, -4, 0 and 4 dB SNR. Thirty-five participants (11 males and
24 females, aged 18 to 35), with puretone hearing thresholds of 15 dB HL or better,
completed the Peabody Picture Vocabulary Test (PPVT) and the Wechsler Adult
Intelligence Scale (WAIS) vocabulary subtest, the WAIS working memory subtests,
and the experimental listening task in which they were required to repeat back the
target sentences.
Results: There was considerable variability between listeners in speech recognition
performance, in terms of percent words accurately recognised overall (M = 45.8%;
SD = 7.4) and for both HP (M = 54.4%; SD = 9.8) and LP (M = 35%; SD = 8.9)
conditions. Hierarchical multiple regression analyses revealed that receptive (PPVT)
and productive (WAIS) vocabulary knowledge, but not working memory, contributed 8
significant variance to listeners’ speech recognition scores overall and in both the HP
and LP conditions. Further regression analyses at individual SNR levels showed that
receptive vocabulary contributed significant variance to listening recognition scores
in all predictability and SNR conditions except the most favourable (HP stimuli at 4
dB SNR) and least favourable (LP stimuli at -8 dB SNR) listening conditions.
Working memory and age were not significantly related to overall listening score, HP
listening score, or LP listening score, but age did contribute significant variance in
the - 4dB SNR LP condition.
Conclusion: The results provide further evidence that greater vocabulary knowledge
is associated with improved speech recognition in adverse conditions. This effect
was salient in mid-range adverse listening conditions, but was not apparent in highly
favourable and extremely poor listening conditions. The results were interpreted to
suggest that in moderately adverse listening conditions listeners with larger lexicons
may be better able to exploit redundancies and/or intelligible ‘glimpses’ in the speech
signal.
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Rush, Ladonna Lewis. "Stereotyping in black and white : differences in stereotype knowledge and stereotype use /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.
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Burton, Benetta A. "Teachers' knowledge, valuing, and accommodation of cultural differences in their instructional practices /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972136639.
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Simmons, Kristi M. "Age Differences in Revision of Causal Belief." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1136.
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Inductive reasoning (IR) requires efficient working memory (WM). Research shows that the prefrontal cortex (PFC) is involved during WM tasks and that PFC functioning declines with age. The ability to comprehend and update text-based information requires an intact PFC and efficient WM and IR. The current study presented a series of messages about the investigation of a warehouse fire to 48 young and 48 older adults. One message contained a piece of misinformation which another message corrected later. It was hypothesized that a memory cue to the misinformation with the correction statement should benefit older adults the most during the updating process. A text-based level and situation model level measured updating. The text-based level is only information from the text but is not necessarily verbatim. The situation model level is the overall meaning of the text, including inferences and assumptions. Results show that unlike young adults, older adults are not capable of recalling the text at the text-based level. However, older adults are capable of performing like young adults at the situation model level. This suggests that older adults are capable of updating causal information in text material as long as a memory cue to the misinformation is provided within the correction statement.
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Adams, Anne E. "Inferences and the role of prior knowledge." Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-11152006-150958/.
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Hines, Jarrod Charles. "Examining age-related differences in knowledge updating in a categorized list-learning task." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47602.
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Distinctive encoding is the processing of unique item-specific information in the context of more general relational or organizational information. It enhances memory performance for both younger and older adults (Smith, 2006). The current work examined how adults use distinctive encoding to aid their free recall performance and whether task experience alters subsequent use of a distinctive encoding strategy. At study participants saw a series of five-item taxonomically categorized lists (e.g., FRUITS). They were first required to generate a category-consistent label (e.g., TASTY FRUIT). In the guided condition, they were then required to generate a single word representing either (1) another category-consistent characteristic (e.g., GROWS) or (2) a characteristic that distinguished a study target from the other items (e.g., FUZZY for the target KIWI). In the self-initiated condition, participants were allowed to select an encoding strategy on their own. After test, all participants completed a second study-test phase with self-initiated strategies. Younger adults initially rated distinctive encoding as more effective, relative to relational encoding, than did older adults, and this difference persisted after test experience, indicating an age difference in learning about the relative superiority of distinctive processing. Consistent with these ratings, distinctive encoding was implemented more so by unguided younger adults than older adults in phase 1. However, both strategy use and recall performance were similar across age and study conditions in phase 2. Both older and younger adults were capable of utilizing distinctive encoding effectively following task experience, although perceptions of strategic effectiveness did not always correspond to self-initiated study behaviors.
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Waller, David A. "An assessment of individual differences in spatial knowledge of real and virtual environments /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9049.
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Lellinger, Richard Eric. "Gender Differences in Knowledge of and Interest in Current Social and Political Events." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539720300.
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Corwin, Rhonda Jean. "Strategies to Retain Tacit Knowledge From Baby Boomers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/460.
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Baby boomer employees who leave the workplace without sharing tacit knowledge create a knowledge gap within the organization. The purpose of this qualitative case study was to explore strategies local government leaders use to retain tacit knowledge of baby boomer employees. Six government leaders who worked in the Midwest United States participated in the study and shared their experiences and perceptions. Building upon systems theory, transformational leadership theory, and knowledge management theory, research was conducted to identify strategies to retain tacit knowledge from retiring baby boomers. Physical artifacts and participant interview data were collected and analyzed using traditional text analysis. Adjoining terms were highlighted and clusters of repeated and related words were coded into themes. Three themes emerged: (a) mentoring, (b) generational differences, and (c) lack of structured systems. Mentoring was the most critical strategy leaders used to retain tacit knowledge from baby boomer employees. Acquiring collaborative leaders who foster a knowledge-sharing environment, create a structured system for retaining knowledge, and encourage communication between multigenerational teams remained imperative to retain tacit knowledge. Implications for positive social change include taking advantage of the human capital and resources the baby boomer population characterized, and educating other government leaders to improve performance within government agencies. Other social change implications include the potential of leaders to train older workers to share tacit knowledge with new workers, and of managers to incorporate strategies to mentor new workers replacing the older workforce.
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Luhmann, Susanne E. "Im/proper subjects? an inquiry into social differences as knowledge and pedagogy in women's studies /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ66357.pdf.
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Berquist, Melissa Renee. "Uncaring Nurses: Violence in Academia." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35693.
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Workplace violence is an area of increasing concern worldwide. Issues of violence are well documented in nursing. To address this, a better understanding of the culture of nursing academia is required. Problems of incivility are reported between students, between students and faculty, and between faculty and faculty. The purpose of this study is to increase understanding of faculty to faculty violence in nursing academia. Guided by a theoretical framework incorporating the perspectives of Mason and Foucault and specifically on the concepts of violence, power, knowledge, difference and resistance, this study focuses on aspects of the social and cultural work environment, and organizational policies and procedures influencing workplace violence between faculty members. Using principles from critical ethnography, the research was conducted within three schools of nursing at universities in eastern Canada. Data collection included 29 semi-structured interviews with nursing faculty, key informants (including representation from management, human resources, support staff and human rights office) and mute document review. Three major themes emerged: the academic apparatus, experiencing academia, and coping mechanisms. Nursing academic culture is divergent, exhibiting fierce competitiveness and elitism, intertwined with pockets of support and resilience. Faculty identified diverse personal and professional strategies employed to withstand the challenges. Need for change was expressed by some faculty and managers. These findings may inform the efforts of faculty and management seeking transformation to a less competitive and elitist culture.
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Alhajri, Rana Ali. "Integrating multiple individual differences in web-based instruction." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8514.
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There has been an increasing focus on web-based instruction (WBI) systems which accommodate individual differences in educational environments. Many of those studies have focused on the investigation of learners’ behaviour to understand their preferences, performance and perception using hypermedia systems. In this thesis, existing studies focus extensively on performance measurement attributes such as time spent using the system by a user, gained score and number of pages visited in the system. However, there is a dearth of studies which explore the relationship between such attributes in measuring performance level. Statistical analysis and data mining techniques were used in this study. We built a WBI program based on existing designs which accommodated learner’s preferences. We evaluated the proposed system by comparing its results with related studies. Then, we investigated the impact of related individual differences on learners’ preferences, performance and perception after interacting with our WBI program. We found that some individual differences and their combination had an impact on learners' preferences when choosing navigation tools. Consequently, it was clear that the related individual differences altered a learner’s preferences. Thus, we did further investigation to understand how multiple individual differences (Multi-ID) could affect learners’ preferences, performance and perception. We found that the Multi-ID clearly altered the learner’s preferences and performance. Thus, designers of WBI applications need to consider the combination of individual differences rather than these differences individually. Our findings also showed that attributes relationships had an impact on measuring learners’ performance level on learners with Multi-ID. The key contribution of this study lies in the following three aspects: firstly, investigating the impact of our proposed system, using three system features in the design, on a learner’s behavior, secondly, exploring the influence of Multi-ID on a learner’s preferences, performance and perception, thirdly, combining the three measurement attributes to understand the performance level using these measuring attributes.
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Allahyar, Maryam. "Individual differences in the use of strategy in spatial orientation : acquiring route and configural knowledge in virtual environments /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9038.
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Poon, Connie Sau-kwan. "Lay personality knowledge and confidence in social inferences, individual differences, temporal change, and momentary activation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65256.pdf.
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Christopherson, Geoffrey John, and n/a. "Coping with cultural differences : b the development of generic capabilities in logistics graduates." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090625.102224.
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This thesis investigates development of generic capabilities in an RMIT undergraduate logistics degree program. Generic capabilities are those general graduate attributes that are not specifically discipline-focused, examples being communication and teamwork skills. A major research objective of this thesis is the extent to which graduates perceived that generic capabilities were developed in their RMIT logistics undergraduate program, specifically in a cross-cultural context spanning a range of organisations differing in size and ownership structure. The thesis involves two studies. In Study 1 managers from eight organisations, ranging in size from multi-national to small public and private (family-owned) companies were interviewed to develop a series of qualitative organisational case studies using grounded theory methodology. Study 2 is a quantitative survey of 31 Australian and 25 Asian (Singapore and Hong Kong) logistic graduates from 1996 to 2002. In Study 1, generic capabilities rankings in different organisations varied, depending on whether managers being interviewed were operational or human resource management specialists, but there was general agreement that communication, problem-solving, initiative and enterprise, and teamwork skills were highest priority. Study 2 results indicate that the views of both Asian and Australian graduates are in line with the management rankings, and are consistent with those reported by Australian and OECD government and industry research organisations. Both graduate groups agree that generic capabilities are covered in the RMIT logistic program, but ratings are generally in an 'adequate' to 'good' range, with no outstanding features. Although cultural diversity in the student body is seen as a major benefit, there are little data indicating a high level of Australian and Asian student networking, and a number of respondents are critical of a lack of international focus in the present program. A major issue is a n eed for more emphasis on presentation and problem-solving skills so graduates are able to carry through a project from initiation to completion.
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Jung, Hyun Ju. "The generation and flow of knowledge in technology development." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/50296.
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Scholars in strategy, economics, and sociology of science and technology have studied technology development as a source of firms’ economic gains as well as institutional changes. Drawing on the extant research of technology and innovation strategy, I investigate the problem of knowledge generation and flows in technology development. Specifically, I explore how firms generate novel technology and develop technological breakthroughs; how knowledge flows between firms affect interfirm cooperation in a knowledge network; and how science and technology programs impact the institutions of knowledge production.
In Essay 1 (Chapter 2), I examine the antecedents of knowledge recombination and technological breakthroughs. Conceptualizing a firm’s exploration as a combinatory search of prior new-recombination (an original technology component), I investigate the impacts of prior new-recombination and search boundary (local vs. boundary-spanning) on the characteristics of focal invention. In particular, I theorize and juxtapose the contrasting effects of the boundary of technological search of prior new-recombination on the propensities that the focal invention generates new recombination and becomes a technological breakthrough. Specifically, I hypothesize that, when the technological search involves new recombination in prior inventions, 1) the likelihood of generating new recombination in the focal invention is greatest for a boundary spanning search, smallest for a local search, and intermediate for a hybrid search (which involves both types of search); but 2) the likelihood for the focal invention to become a technological breakthrough is greatest for a local search, smallest for a boundary spanning search, and intermediate for a hybrid search. I find supporting evidence from the analysis of U.S. nanotechnology patents granted between 1980 and 2006.
The purpose of Essay 2 (Chapter 3) is to determine the effect of knowledge flows on the formation of interfirm cooperation. By distinguishing codified knowledge flows from tacit knowledge flows, this paper demonstrates that antecedents of interfirm cooperation lie in codified knowledge flows that precede interfirm cooperation. Two properties of asymmetry in directional codified knowledge flows, intensity and uncertainty, underpin this paper’s arguments and empirical tests. The main finding in this study is that intense codified knowledge flows weaken the formation of interfirm cooperation. By mapping dyadic firms to a center and a periphery firm within a knowledge network, I theorize that the uncertainty of directional codified knowledge flows induces the center and the periphery firms to pursue interfirm cooperation differently. The results show that while uncertainty caused by distant technology components in knowledge flows hinders a center firm from pursuing interfirm cooperation, uncertainty stimulates a periphery firm to pursue interfirm cooperation. A statistical analysis performed on a sample of enterprise software firms between 1992 and 2009 supports the hypotheses of this paper.
In Essay 3 (Chapter 4), I examine how the National Nanotechnology Initiative (NNI), a most recent U.S. government’s science and technology (S&T) program launched in 2000, impacts the nature of university research in nanotechnology. I characterize the NNI as a policy intervention that targets the commercialization of technology and a focused research direction to promote national economic growth. As such, I expect that the NNI has brought about unintended consequences in terms of the direction of university-industry knowledge flows and the characteristics of university research output in nanotechnology. Using the difference-in-differences analysis of the U.S. nanotechnology patents filed between 1996 and 2007, I find that, for the U.S. universities, the NNI has increased knowledge inflows from the industry, diminished the branching-out to novel technologies, reduced the research scope, and decreased the likelihood of technological breakthroughs, as compared to other U.S. and non-U.S. research institutions. The findings suggest that, at least in the case of the NNI, targeted S&T programs of the government may increase the efficiency of university research, but potentially do so at a considerable price.
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Shauchuk, Palina. "Innovation and Collaboration networks: Assessing knowledge pipelines, knowledge flows and firm performance." Doctoral thesis, Universite Libre de Bruxelles, 2020. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/312579.
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In this introductory Chapter the rationale for this research is explained and an overview of the thesis is provided. This chapter serves as a concise introduction to the subject of the knowledge base and knowledge pipelines in a metropolis as Brussels, as well as providing an insight into the policy driven empirical research with additional focus on the appropriate spatial level of analysis to highlight the spatial inequality of innovation. The objectives of the thesis are reviewed by giving an overview of the research questions and the main hypotheses related to them. The theoretical background used in this thesis is briefly outlined. The structure of the thesis can be summarised as follows. The second chapter provides basic information about data on patents and scientific publications, the construction of indicators based on patents and scientific publications, as well as guidelines for the compilation and interpretation of patent and scientific publication indicators. The third chapter focuses on the determinants of the efficiency levels across regions in Belgium at different spatial levels. The fourth chapter builds on the research made in the previous chapters and focuses on the analysis of the impact of patent collaboration networks on the output growth of R&D active companies in Belgium. The fifth chapter analyses the impact of different collaboration ties on the productivity of innovative companies in Belgium, measured in several ways through the innovation survey and in terms of patents. The conclusion reported in the last chapter summarises the main findings and highlight possible suggestions for future research.Benchmarking exercises are increasingly used as an assessment instrument to guide policy-makers. They contribute to policy-making in three broad ways: delineating and monitoring development and progress; facilitating the exchange and gathering of knowledge on practices and policies; and promoting the image and attractiveness of economies. This research complements existing information about the Brussels Regional Innovation System (BRIS) with additional data that is less frequently available through current channels or difficult to make public due to the number of data manipulations. This research illustrates the Brussels innovation system by focusing on various aspects related to intra- and interregional connections. The dataset is based on scientific publications and patents over the period 1993-2013 containing at least one author with an affiliation or one inventor located in the Brussels-Capital Region, Vienna and Berlin. Patents and scientific publications provide a clear picture of the nature of technological change and innovation. Moreover, these sources give some further indication of R&D activities in the field and the position and specialisation of countries. The main benefit of such indicators is the unique empirical characterization they provide of the way actors interact as a collective system of knowledge production and diffusion (OECD, 1996). The main objective of this work is to compare Brussels with Belgian regions, city agglomerations and districts, as well as with capital cities of metropolitan regions (Vienna and Berlin) in terms of patenting and producing scientific publications, in order to map and understand how knowledge exchange takes place when Brussels actors are involved and which partners, locations, scientific fields and technological sectors are preferred. The main focus is on providing basic information about patent and scientific publication data, the construction of indicators based on patents and scientific publications, as well as guidelines for the compilation and interpretation of patent and scientific publication indicators.
The topic of the spatial pattern in R&D activities was investigated by several scholars. It is worthwhile to explore the dynamism and change of R&D activities’ spatial spread as R&D activities are very much a dynamic phenomenon and the consequences in terms of past growth of these activities have painted the current relative position of the regions. Analysing the determinants of the efficiency levels across Belgian regions at different spatial levels (3 regions, 10 provinces, 43 districts, and city agglomerations), we derive a regression based on the measurement of regional output growth by estimating an extended Cobb-Douglas production function based on a representative sample of Belgian R&D active firms over the period 2000-2013. We investigate the role played by knowledge (private and public R&D stocks) on the output growth by applying spatial econometric methods that account for both heteroscedasticity and spatial autocorrelation. The chapter focuses on the comparison of obtained results with previous studies based on Belgium. It turns out that a large part of output growth differences across the Belgian regions are explained by disparities in the endowments of these determinants.
Although the literature on the relations between patents and output growth of R&D active companies has been widely investigated, there has been little research with respect to the impact of patent collaboration networks on the output growth of R&D active companies. Integrating theoretical developments from the literature, we propose and test a conceptual framework that allows us to explain to what extent patent collaboration networks affect output growth. Testing the framework by using a constructed company-level dataset for Belgium, the empirical analysis reveals that output growth is significantly influenced by patenting activities and by collaborative relations with respect to patents. The chapter focuses on two distinct spatial levels. First, the spatial reach of the patent collaboration network is considered. The findings show that output growth is higher when collaborative relations are internationally oriented. Second, the regional location of the company shows differences in patenting activity, patent collaboration, and the spatial reach of the patent collaboration network.
Inter-organisational relations are a crucial aspect of knowledge flows, which are at the same time an important engine for innovation. Collaboration has become an ever more important feature of entrepreneurial strategy to innovate. Network ties facilitate companies’ innovative capabilities by acting as key sources for innovations, helping to access the resources and boosting knowledge transfer. This chapter analyses the impact of different collaboration ties on the productivity of innovative companies in Belgium, measured in several ways through the innovation survey (Community Innovation Survey) and in terms of patents (Patstat). Patent statistics are used as an objective measure for innovation. Unlike patent data, innovation surveys measure innovation activities carried out in companies. This chapter is primarily concerned with the following research question: do collaboration networks, as measured by innovation surveys (CIS database) and by invention applications (Patstat database), impact productivity growth in the same way? Further, this chapter focuses on an alternative spatial approach in order to look into the role played by proximate and distant inter-organisational networks among organisations. The findings show that the collaboration ties between companies are contributing the most to productivity growth followed by collaboration ties involving universities and government, public or private research institutes. Second, the spatial reach of the inter-organisational networks shows divergent impact on productivity performance of innovating companies.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished
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Vaara, Eero, Riikka Sarala, Günter Stahl, and Ingmar Björkman. "The Impact of Organizational and National Cultural Differences on Social Conflict and Knowledge Transfer in International Acquisitions." Wiley, 2012. http://epub.wu.ac.at/3611/1/Vaara_et_al_Cultural_differences_JMS_initial_submission_17_9_2008.pdf.
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The purpose of this paper is to elucidate the effects of organizational and national
cultural differences on international acquisitions. We argue that cultural differences prompt
social identity building that leads to 'us versus them' thinking and thereby creates the potential
for social conflict. We also maintain that the same cultural differences can contribute to
learning in terms of knowledge transfer. We develop a structural equation model to test these
hypothesized effects on a sample of related international acquisitions. Our analysis shows that
cultural differences at the organizational level are positively associated with social conflict, but
that national cultural differences can decrease social conflict. Furthermore, both organizational
and national cultural differences are positively associated with knowledge transfer. This
analysis shows the importance of disentangling the various effects that cultural differences have
on international acquisitions. It also suggests that national cultural differences are less of a
problem in international acquisitions than is usually assumed.
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Swan, Bret R. "The Effects of Business Process Management Cognitive Resources and User Cognitive Differences on Outcomes of User Comprehension." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26969.
Full textAbstract:
There is a growing need to study factors that affect user comprehension of Business Process Management (BPM) information portrayed by graphical process models (GPMs). For example, deployment of BPM Systems, unique types of enterprise-level information systems, has dramatically increased in recent years. This increase is primarily because BPM Systems give a variety of managers across an enterprise the ability to directly design, configure, enact, monitor, diagnose, and control business processes that other types of enterprise systems do not. This is possible because BPM Systems uniquely rely on GPMs derived from formal graph theory. Besides controlling the business processes, these GPMs, such as metagraphs and Unified Modeling Language (UML) diagrams, portray business process information (BPI) and prompt BPM managers to apply their training and expertise to deal with BPM situations. As a result, GPMs are the primary information artifacts for decision-making and communication among different, often geographically dispersed stakeholders.
Therefore, user comprehension of these unique GPMs is critical to the efficient and effective development, deployment, and utilization of BPM Systems. User comprehension outcomes are jointly affected by the (1) BPM cognitive resources available to each manager (including the type of GPM, BPI, and user educational training and experience), and (2) cognitive differences between individual BPM managers (such as their mental workload, cognitive styles and cognitive abilities). Although research has studied GPMs in various contexts, there is apparently no empirical research investigating GPM user comprehension in the context of BPM Systems. This research makes an important contribution by addressing this gap in the literature.
Statement of the Objective
The purpose of this research is to empirically study how BPM cognitive resources and cognitive differences between individuals affect outcomes of GPM user comprehension. This research centered on the following objectives:
A. Investigate whether more positive user comprehension outcomes are produced by novice users if a single GPM technique is used to portray different types of BPI (e.g., as with metagraphs) or if different GPM techniques are used to portray different types of BPI (e.g., as with UML diagrams).
B. Investigate whether one type of BPI is more easily comprehended and interpreted by novice users irrespective of the type of GPM or the type of educational training of the user.
C. Investigate whether users with a specific type of user educational training can more easily comprehend and interpret BPM information irrespective of the type of GPM or the type of BPI.
D. Evaluate influences of individual cognitive differences (i.e., mental workload, cognitive styles, and cognitive abilities) on outcomes of user comprehension.
In order to accomplish these objectives, this study: (a) defined a theoretical framework conceptualizing user comprehension outcomes in terms of the interaction between cognitive resources external to the user and individual differences affecting how users cognitively process BPI, (b) empirically tested an operational research model of GPM user comprehension that is based on the theoretical framework, and (c) interpreted the experimental results in the context of related literatures.
Description of Research Methods
This study empirically tested relationships between several variables representing BPM cognitive resources and individual cognitive differences hypothesized as influencing the outcomes of user comprehension. A laboratory experiment, involving 87 upper-level undergraduate students from two universities, analyzed relationships between participant comprehension of two types of GPMs (i.e., metagraphs and UML diagrams) used to portray three types of BPI (i.e., task-centric, resource-centric, and information-centric BPI) by novice GPM users possessing different educational training (i.e., industrial engineering, business management, and computer science training). Dependent variables included assessments of task accuracy, task timeliness, subjective mental workload, and self-efficacy. Covariate effects were also analyzed for two types of participant cognitive abilities (i.e., general cognitive ability (GCA) and attentional abilities) and two types of participant cognitive styles (extroversion-introversion and sensing-intuitive). Multivariate analysis techniques were used to analyze and interpret the data.
Discussion of Results
The type of GPM and participantsâ GCA produced significant effects on the dependent variables in this study. For example, metagraph users produced significantly more desirable results than UML users across all dependent variables, contrary to what was hypothesized. However, if only the BPM cognitive resources (i.e., GPM Type, BPM Type, and the Type of Participant Education) were studied in relation to user comprehension outcomes, spurious conclusions would have been reached. When individual cognitive differences were included in the research model and analyses, results showed participants with higher GCA produced significantly more positive user comprehension outcomes compared to participants with lower GCAs. Also, many of the impacts of differences in the types of BPI and the types of UET were moderated by the differences in participantsâ GCA and attentional abilities. In addition, the relationship between subjective mental workload and task performance (i.e., accuracy and timeliness) suggest a possible GPM cognitive â profileâ for user comprehension tasks in a BPM Systems context. These results have important implications for future research and practice in several bodies of knowledge, including GPM user comprehension in management systems engineering, BPM modeling, BPM Systems, HCI, and cognitive ergonomics literature.Ph. D.
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Tehan, Jennifer R. "Age-related differences in deceit detection the role of emotion recognition /." Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-04102006-110201/.
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Kyritsis, Markos-Akrivos. "Investigating the impact of individual user differences and environmental factors on spatial knowledge acquisition from virtual environments." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4490.
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Trying to ‘learn’ the spatial layout of an environment is a common problem in certain application domains, such as military and emergency personnel training. Until recently this training was accomplished solely by providing maps and briefings of an environment. These methods, however, only provide topological (survey) knowledge of the environment, which pays little attention to the details of routes and landmarks that can only be acquired through the acquisition of procedural knowledge via navigation. Unlike previous experiments concerning spatial knowledge acquisition this work does not attempt to determine whether spatial knowledge acquisition is feasible. Such investigations have yielded a variety of results, yet all agree that spatial knowledge acquisition from a virtual environment is feasible if given enough exposure time. Accordingly, the aim of this thesis is to contribute towards a better understanding of how various individual differences and environmental factors impact the exposure time requirements needed for a person to acquire spatial knowledge from a virtual environment. Although the results of our investigation should be used with caution, we show that a one-size-fits-all situation is not possible when estimating the required exposure time that a user needs to acquire spatial knowledge. Moreover we provide a guide that allows a trainer to predict the required exposure time a person will require, by using the person's personal profile, and the environment's particular factors. In addition, we found that one of the tests we used during our investigation caused unnecessary frustration and confusion to our participants. This test is a standard way of finding a participant's orientation skill, and is commonly used in the area of spatial knowledge acquisition. Therefore, by recreating a new electronic version of the test and comparing the scores from both the new test and the old one our investigation showed that the scores on the new test were significantly higher for all participants. The training time was also lowered significantly. Our updated electronic version will be useful in future research. This test is available online at: www.newgztest.com.
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Mak, Yee-nei, and 麥伊妮. "What are the differences in conceptual and procedural knowledge of fractions between high and low ability learners?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589355.
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Jones, Candice N. "Examining Racial Differences in Knowledge and Attitudes of Diabetes Management in Newly Diagnosed Type 2 Diabetes Patients." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313773398.
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Hagens, Kelsey L. "DIFFERENCES IN RENAL DIET AND MEDICAL SYMPTOM KNOWLEDGE IN DIET ADHERENT AND DIET NONADHERENT ADULT HEMODIALYSIS PATIENTS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent155502970586852.
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Poldma, Tiiu Vaikla. "Gender, design and education : the politics of voice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50557.pdf.
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Ventura, Ron. "Using conjoint analysis to capture differences in consumers' response to price of competing brands (a consumer knowledge perspective)." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404240.
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Roth, Ruth A. "Differences in nutrition knowledge of the elderly according to nutrition risk levels, levels of education, age and gender." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941354.
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The purpose of the study was to examine nutrition knowledge of elderly congregate meal site participants with particular interest directed towards nutrition risk levels and the demographic characteristics of education, age, and gender. The population utilized in this study were 120 elderly, both male and female, over the age of 60 years who attended ten congregate meal sites in Allen County, Indiana and who volunteered to participate. The researcher administered a 25 question nutrition knowledge survey and the 10 question Determine Your Nutritional Health Checklist at the meal sites. The study was designed to determine if there was a significant difference in nutrition knowledge among elderly at congregate meal sites who exhibit varying nutrition risk, education, and age levels and between elderly men and women. The conclusion was that there was a significant difference between nutrition knowledge of men and women with women scoring more correct answers on the survey. Although not shown statistically other preliminary findings suggest the need for further research; a greater proportion of females than males were in the lowest nutrition risk level; the 60-74 years olds had a higher nutrition knowledge average score than did the two older groups. Further, those with 9-11 years of education and in the lowest nutrition risk level (all females) had the highest nutrition knowledge score; and males with less than eight years of education had the lowest nutrition knowledge score and a preponderance of those were in the moderate or high risk level. The researcher also concluded that more nutrition education is needed for these participants, but it must be geared to their learning level to be effective.Department of Family and Consumer Sciences
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Patel, Priyadarshni. "Differences between Nutrition Knowledge of Mothers of Preschoolers and the Growth Status and Dietary Intake of the Preschoolers." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586192970437348.
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Keller-Grubbs, Georgia A. "Differences in nutrition knowledge and dietary intake among female university cross-country runners upon completion of a nutrition education program." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902470.
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The purpose of this study was to determine the nutrition knowledge and dietary intake before and after the implementation of a nutrition education program among university female cross country runners. The nutrition education program consisted of three, onehour sessions comprised of the following topics: general diet recommendations including carbohydrate, fat, protein, and the five food groups, iron status, fluids and hydration, amenorrhea, calcium intake and its effect on bone mass, and pathogenic weight control. Female cross country runners from Ball State University, Muncie, Indiana, and Indiana State University, Terre Haute, Indiana served as the experimental groups, and Anderson University, Anderson, Indiana served as the control group. Teaching materials including outlines, handouts, and discussion questions were developed, presented, and distributed at each session. Evaluation of nutrition knowledge was completed through a pre-test, and post-test which consisted of 22 multiple choice / true/false questions. The nutrition education program significantly increased the nutrition knowledge for the experimental group (n = 9) from a mean pre-test score of 11.22 +/- 4.74 to a mean post-test score of 15.44 +/- 3.88. The quiz was developed with questions from two other quizzes used in previous research including Worme, et al., (1990) and Barr (1986) as well as a few additional questions developed by the primary investigator. Dietary intake was evaluated using three-day diet records prior to the nutrition education program and immediately following. In addition, three experimental subjects and three control subjects completed follow-up diet records one month following the nutrition education program but was not included in the data analysis. There were no significant changes in any of the 21 nutrients assessed; however, there were a few which approached statistical significance including thiamin (p<0.0528), dietary fiber (p<0.0865) and saturated fat (p<0.0737). Participants in the study seemed very receptive to the chosen topics but was especially interested in the topic of amenorrhea. Although not asked, four subjects did report that amenorrhea had been a problem- in the past including one subject who still had the problem. The primary investigator feels the educational program had a positive affect on the subjects. It is important to educate athletes about nutrition and the effects on health, especially young females involved with sports in which body weight has an influence on performance. This study could be repeated in the future to further study dietary intake and how nutrition education affects eating behaviors over a long period of time in this population.Department of Home Economics
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Lin-Steadman, Patricia V. "Studying Abroad and Intercultural Outcomes: Differences Experienced Between International Exchange Students and U.S. Study Abroad Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3800.
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A major focus of many U.S. higher-education institutions is to increase internationalization of their campus through, in part, the promotion of study abroad experiences among domestic students and to recruit and retain international students to their institution. This study explored the effects of certain factors on various domains of the Global Engagement Measurement Scale (GEMS) – Cultural Engagement, Ambiguity Tolerance, Knowledge of Host Site, and Diversity Openness – among U.S. students who have studied abroad and international exchange students who have studied in the U.S. There was a particular focus, on determining whether U.S. study abroad students, compared to international students, rate differently on GEMS scales, after controlling for other possible confounding variables. Participants were recruited from three Southeastern, public, 4-year universities and were eligible if they were enrolled at any of those universities in the last five years.
A hierarchical regression analysis revealed several factors significantly affected each of the various outcomes on the GEMS. Cultural Engagement and Ambiguity Tolerance were both predicted by the institution of study and the type of student (U.S. study abroad versus international exchange). Knowledge of Host Site was predicted by whether or not the trip was government sponsored, pre-trip familiarity with the host culture, and type of student. The overall regression model for Diversity Openness was not significant. These results provide insights into key factors that affect the overall global engagement of college students and can be used to inform university faculty and staff about features they can add to improve campus internationalization efforts.
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Inácio, Ana Rita Mesquita Rainho. "Os fatores motivacionais para a transferência da formação diferem entre culturas - meta-análise." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14338.
Full textAbstract:
Mestrado em Gestão de Recursos HumanosEste estudo empírico pretende responder de que forma a Cultura Nacional influencia a motivação para transferir o conhecimento adquirido em formação, condicionando o processo de desenvolvimento e inovação da organização e do seu capital humano. A dissertação tem como objetivo final compreender se a Cultura Nacional, que difere entre países, interfere com o processo de transferência a desenvolver, implicando uma adaptação consoante o país de destino. A presente dissertação está dividida em cinco capítulos. No presente capítulo, apresenta-se um breve enquadramento onde consta o tema de investigação e o objetivo que o estudo empírico pretende responder. No segundo capítulo, apresenta-se a revisão literária que serve de suporte à investigação, onde são abordados temas relacionados com o conhecimento, a formação, a transferência, a motivação e a Cultura Nacional. No terceiro capítulo, será descrita a metodologia aplicada na elaboração da dissertação e será apresentada a questão de investigação. No quarto capítulo, desenvolve-se o estudo empírico, decorrendo a análise e discussão dos resultados, seguido do quinto e último capítulo que corresponde à conclusão consequente da análise de dados, sendo igualmente apresentadas as limitações do estudo e proposta de uma pesquisa futura.
This empirical study intends to respond in what way the national culture influences the motivation to transfer the knowledge acquired in formation, conditioning the process of development and innovation of the organization and its human capital. The aim of the dissertation is to understand if the national culture, which differs between countries, interferes with the transfer process to be developed, implying an adaptation per the country of destination. The present dissertation is divided into five chapters. This chapter presents a brief framework that includes the research topic and the objective that the empirical study intends to answer. In the second chapter, we present the literary review that supports research, where topics related to knowledge, training, transference, motivation and national culture are addressed to. In the third chapter, the methodology applied in the elaboration of the dissertation will be described and the research question will be presented. The fourth chapter develops the empirical study, resulting in the analysis and discussion of the results, followed by the fifth and last chapter that corresponds to the consequent conclusion of the data analysis, being also presented the limitations of the study and proposal of a future research.
info:eu-repo/semantics/publishedVersion
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Martinsson, Therése, and Sabrina Suikki. "Influence of national cultural differences on communication and transmission channels in cross-border knowledge transfer : A case study of Q-Med AB." Thesis, Uppsala University, Department of Business Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7881.
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The purpose of this thesis is to develop an understanding of if/how national cultural differences influence communication and transmission channels in cross-border transfer of organizational knowledge. To develop such an understanding a single case study has been conducted on Q-Med AB, a Swedish knowledge intensive biotechnology/medical device company. The case study is based on two theories; Gupta & Govindarajan’s (2000) work of four forces that affect effective knowledge transfer and Project GLOBE’s nine cultural dimensions. Our findings confirm that national cultural differences do influence communication and transmission channels when transferring knowledge cross-borders. More specifically, our case study shows that the cultural differences influencing Q-Med AB’s communication and transmission channels are: Power Distance, Institutional Collectivism, In-Group Collectivism, Assertiveness and Performance Orientation. Also language differences are regarded as an important factor by Q-Med AB. However, the results of this thesis are specific for the company studied. Therefore our study only contributes with insights, regarding the influence of cultural differences on communication and transmission channels when transferring knowledge cross-borders, for other knowledge intensive companies facing global challenges. Our findings and conclusions are summarized in our own theoretical model, which brings together the two internationally well-acknowledged theories mentioned above and the results of our case study.
Syftet med denna uppsats är att skapa en förståelse för om/hur nationella kulturella skillnader påverkar kommunikation och överföringskanaler i gränsöverskridande organisatorisk kunskaps-överföring. För att skapa denna förståelse har vi genomfört en fallstudie på Q-Med AB, ett svenskt kunskapsintensivt bioteknologiskt/medicintekniskt företag. Fallstudien baseras på två teorier; Gupta & Govindarajan:s (2000) studie om fyra faktorer som påverkar effektiv kunskapsöverföring och Project GLOBE:s nio kulturella dimensioner. Våra resultat bekräftar att nationella kulturella skillnader i hög grad påverkar kommunikation och överföringskanaler vid gränsöverskridande kunskapsöverföring. Mer specifikt visar vår fallstudie att de kulturella skillnader som påverkar Q-Med AB:s kommunikation och överföringskanaler är: Power Distance, Institutional Collectivism, In-Group Collectivism, Assertiveness och Performance Orientation. Språkliga skillnader anses också vara viktiga enligt Q-Med AB. Dock är resultaten från denna studie specifika för det undersökta företaget. Därmed bidrar vår uppsats endast med insikter om hur kulturella skillnader påverkar kommunikation och överföringskanaler i gränsöverskridande kunskapsöverföring för andra kunskapsintensiva multinationella företag. Våra slutsatser är sammanställda i vår egen teoretiska modell som kombinerar de två ovan nämnda, internationellt erkända teorier och resultaten från vår fallstudie.
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Ferguson, Tanya Marie. "Differences in Treatment-Seeking and Treatment-Adherence Factors for Tuberculosis in Armenian Versus Non-Armenian Populations of Los Angeles County." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2404.
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Tuberculosis (TB) is a deadly, yet curable, infectious disease that continues to be a global health threat. Armenia suffers from rising TB incidence and mortality rates. Armenians living in Los Angeles (LA) County, where TB incidence is higher than national averages, is the second largest Armenian community in the world; therefore implications are that many TB cases are attributed to this group. Using the social ecological model as a theoretical framework, this concurrent, mixed-methods study compared Armenians to non-Armenians in LA County about their knowledge of TB and perceived barriers to seeking and adhering to treatment. Bivariate chi-square analysis from online surveys of 55 Armenians and 72 non-Armenians revealed significant differences in their source of TB knowledge and compliance upon diagnosis. Multinomial logistic regression analysis was completed using the following significant predictor factors: classification, home remedy use, age, education, and primary household language. Parallel, in-depth interviews of 10 Armenians and 8 non-Armenians further corroborated that, although both populations were aware that TB exists, knowledge relating to TB mode of transmission, global incidence, and treatment options was generally lacking. However, the Armenian population was more eager to help others and urge seeking treatment when receiving a positive diagnosis, whereas non-Armenians expressed lack of willingness to physically assist patients. These findings have implications for positive social change, as they can inform the efforts of public health and health care entities in more effective disease management, resource allocation, and patient care. Such efforts should help decrease TB prevalence in the U. S. Armenian population and potentially Armenia.
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Lindbergh, Jessica. "Overcoming Cultural Ignorance : Institutional Knowledge Development in the Internationalizing Firm." Doctoral thesis, Uppsala : Företagsekonomiska institutionen, Univ, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4757.
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Yecan, Esra. "Learning Strategies Of Students With Different Cognitive Styles In A Hypermedia Environment." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605894/index.pdf.
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The use of hypermedia for educational purposes gained a great deal of importance for educators. There are many opportunities provided to learners by these environments such as independence from time and place, availability and accessability of the course material, non-linear interaction that provides the learner to regulate his/ her own learning and so on.
Although many advantages of hypermedia environment are suggested in the literature, there are also many studies concerning with learning in hypermedia environment concluding that many learners face with problems on these settings.
This qualitative study aimed to investigate the affects of three important factors in terms of learning with hypermedia revealed by the literaturecognitive styles, computer competency levels, and domain knowledge levels of the students. To the purpose of the study, participants from a web-enhanced course were selected considering these factors, and interviews and observations were conducted to reveal their learning strategies. Results indicated some differences among the different cognitive style groups of students in terms of their preferred learning strategies. Computer competency levels of the students were also found to be quite important in terms of their patterns to use the hypermedia program. Students&rsquo
prior knowledge levels were also important in this study, since different needs and expectations were revealed related to the domain knowledge levels of the participants. Furthermore, a deep understanding about the behaviors, experiences, feelings, and expectations of the students in an instructional hypermedia environment related to suggested different characteristics were gained at the end of the study.
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Mardini, Waad, and Johan Wahlström. "Hur skiljer sig investeringsbeteendet mellan män och kvinnor : en kvantitativ jämförande studie om skillnader i investeringsbeteende mellan män och kvinnor." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26172.
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In this paper the authors are trying to understand what separates men from women when they save and invest their money. But also what factors that influence them in their decisions. To investigate how men and women actually act when investing their money the authors construct a survey. The authors also turn to the Swedish banks for information on how they think there customers are behaving. The authors find that men are more risk- taking than women and therefore invest more in products with higher risk, for example shares. The research also shows that women feel they have less knowledge then men when it comes to investments. It also shows that women put more trust in others when they are making investment choices. Specifically they are turning to the banks for advice on how to invest their money. Men seem to trust their own ability more and therefore make their own choices. The authors also show that men and women have different goals in their savings. Many men save their money to live on passive income while women tend to save in order to have a buffer for unexpected events. Thus, the authors find that the individual's willingness to take risk is a factor in how individuals invest their money. But even its own perceived knowledge and goals of saving. Furthermore, the authors show that the correlation between women choosing to invest in safer products with lower yields and their wealth. Because women do not take the same risks as men in their investments, their investments are expected to generate less return then men’s investments.I denna uppsats försöker författarna förstå vad som skiljer män och kvinnor åt när de väljer att spara och investera sina pengar. Men även vilka faktorer som påverkar dem i deras beslut. För att undersöka hur män och kvinnor faktiskt agerar ändvänder sig författarna av en enkätundersökning. Författarna vänder sig även till banker i Sverige för att få en bild över hur de ser på sina kunders investeringsbeteende. Författarna finner att män är mer risktagande än kvinnor och därför investerar i produkter med högre risk som t.ex. aktier. Undersökningen visar även på att kvinnor upplever sig ha mindre kunskaper än vad män har inom investeringar. Kvinnorna lägger även mer tillit till andra när de ska göra sina investeringsval. De vänder sig oftare till banken för råd om hur de skall investera sina pengar. Författarna visar även på att män och kvinnor har olika mål i sitt sparande. Många män sparar sina pengar för att kunna leva på passiva inkomster medan kvinnor tenderar att spara för att ha en buffert. Således finner författarna att individens vilja att ta risk är en faktor som påverkar hur individen investerar sina pengar. Men även dennes egna upplevda kunskap samt målet med sparandet. Vidare visar författarna på att det finns en korrelation mellan att kvinnor väljer att investera i säkrare produkter med lägre avkastning och deras förmögenhet. Eftersom kvinnor inte tar samma risker som män i sina investeringar kan deras förmögenhet väntas bli mindre en männens.
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Forsberg, Anna Maria. "Differences by occupation in perceived face validity and procedural justice of a common format application of hard biodata and a written job knowledge test." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2709.
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The concept of biodata is defined as an assessment and evaluation of demonstrated to be related to personality structure, personal adjustment, or success in social, educational, or occupational pursuits.
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Dapi, Nzefa Leonie. "Socioeconomic and sex differences in adolescents' dietary intake, anthropometry and physical activity in Cameroon, Africa." Umeå : Epidemiology and Global Health, Umeå university, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-30773.
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Stage, Christina. "Gruppskillnader i Provresultat : uppgiftsinnehållets betydelse för resultatskillnader mellan män och kvinnor på prov i ordkunskap och allmänorientering." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1985. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16605.
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The present monograph deals with the problem of sex differences in test results from various angles. Initially, the aim was to investigate whether the use of test results in selection could be considered fair in spite of sex differences in test score averages. As work progressed, the aim was specified towards clarifying in what manner test item content is related to sex differences in results and whether the observed differences are consistent over different groupé of men and women. After a brief review of some research results on sex differences in cognitive abilities, the Swedish Scholastic Aptitude Test (SSAT) is described. The SSAT is the measuring instrument in the following empirical studies. In chapter four there is a survey of a number of models which aim at correcting for unfair group differences in test scores when the tests are to be used in selection. Two models are examined empirically. In chapter five such models are examined that aim to identify individual test items giving deviant results. The conclusion of these two studies is that statistical models can not solve the problem of group differences in test scores, since what constitutes fairness is mainly a value problem. This cannot be dealt with in a strictly technical manner. Chapter six is devoted to analyses of test item content and sex differences in all subtests on vocabulary and general knowledge which have been used in the SSAT between 1977 and 1983. The conclusion from these analyses is that test item content seems to determine whether men or women obtain higher test scores. Some subcategories of items seem to favour men and others favour women. The extent to which the testees are able to predict which items favour one sex or the other is studied in chapter seven. The testees could only make appropriate judgements to a very limited extent. In chapter eight the significance of age and education for sex differences in test scores is studied. Furthermore, sex differences on individual items are studied for men and women having the same score on the subtest level. Sex differences in scores on individual test items could not be eliminated by equalizing age, education or subtest achievement respectively. Finally, the results from all the studies are summarized and discussed in view of their significance for the validity of the tests.digitalisering@umu
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Deekens, Victor M. Greene Jeffrey Alan. "Differences in the use of macro-level self-regulated learning processes between students that gain declarative knowledge and students that gain conceptual understanding about complex science topics." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2177.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in Educational Psychology, Measurement, and Evaluation in the School of Education." Discipline: Education; Department/School: Education.
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Martin, Rochelle Elizabeth. "Gender differences in HIV-related attitudes, knowledge, and perceived risk of infection among adolescents in day-treatment for substance use, and their effect on response to preventive intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ58725.pdf.
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