Development of a Decision Framework for Knowledge Management Projects

Air Force resources are being committed to fund, implement, and support organizational knowledge management initiatives without any overarching Air Force Knowledge Vision or Knowledge Strategy to guide these efforts. The purpose of this research is to provide a framework model and framework implementation process that can be used to guide the identification, selection, and eventual implementation of Air Force knowledge management projects. An initial Literature Review was conducted and the findings were used to develop a framework model to guide the identification and selection of appropriate knowledge management initiatives that are consistent with organizational strategy and strategic objectives. Next, a Delphi study was conducted to evaluate the proposed framework and associated framework implementation methodology using four criteria: completeness, comprehensiveness, accuracy, and usefulness. The Delphi committee consisted of representatives from the Department of Defense, Army, Navy, Air Force, and National Defense University. The findings of the Delphi committee support the use of the proposed framework model as an appropriate method for guiding the identification and selection of knowledge management initiatives within the Air Force that are focused on supporting Air Force Strategy and Strategic Objectives

Moral and Spiritual Values in Education: A Challenge to Every American

This book deals with the multiple problem of education in the public schools as it relates to moral and spiritual values. The author cuts a wide swath through the tangled underbrush of church and state, religion and education, sacred and secular, spiritual and materialistic, “body and soul,” and lets in a lot of light. To these problems the author brings a lifetime of courageous reflection and experience. To them he also brings, as case studies, the actual experiences of actual children and teachers in actual classrooms in Kentucky, where an experimental program of education in moral and spiritual values has been in process for the past several years. William Clayton Bower is professor emeritus of The University of Chicago. An ordained minister of the Disciples of Christ Church, he held pastorates in Indiana, New York, and California until 1912, when he joined the faculty of Transylvania College, Lexington. In 1925, after he had become dean both of Transylvania College and College of the Bible, he went to The University of Chicago as professor of religious education.https://uknowledge.uky.edu/upk_social_and_philosophical_foundations_of_education/1001/thumbnail.jp

Directed carbonylative (3+1+2) cycloadditions of amino-substituted cyclopropanes and alkynes: reaction development and increased efficiencies using a cationic rhodium system

AbstractUrea-directed carbonylative insertion of Rh(I)-catalysts into one of the two proximal C–C bonds of aminocyclopropanes generates rhodacyclopentanone intermediates. These are trapped by N-tethered alkynes to provide a (3+1+2) cycloaddition protocol that accesses N-heterobicyclic enones. Stoichiometric studies on a series of model rhodacyclopentanone complexes outline key structural features and provide a rationale for the efficacy of urea directing groups. A comprehensive evaluation of cycloaddition scope and a ‘second generation’ cationic Rh(I)-system, which provides enhanced yields and reaction rates for challenging substrates, are presented

New Initiation Modes for Directed Carbonylative C-C Bond Activation:Rhodium-Catalyzed (3+1+2) Cycloadditions of Aminomethylcyclopropanes

Under carbonylative conditions, neutral Rh­(I)-systems modified with weak donor ligands (AsPh₃ or 1,4-oxathiane) undergo N-Cbz, N-benzoyl, or N-Ts directed insertion into the proximal C–C bond of amino­methyl­cyclo­propanes to generate rhodacyclo­pentanone intermediates. These are trapped by N-tethered alkenes to provide complex perhydroisoindoles

Formation and spreading of Red Sea Outflow Water in the Red Sea

Author Posting. © American Geophysical Union, 2015. This article is posted here by permission of American Geophysical Union for personal use, not for redistribution. The definitive version was published in Journal of Geophysical Research: Oceans 120 (2015): 6542–6563, doi:10.1002/2015JC010751.Hydrographic data, chlorofluorocarbon-12 (CFC-12) and sulfur hexafluoride (SF6) measurements collected in March 2010 and September–October 2011 in the Red Sea, as well as an idealized numerical experiment are used to study the formation and spreading of Red Sea Outflow Water (RSOW) in the Red Sea. Analysis of inert tracers, potential vorticity distributions, and model results confirm that RSOW is formed through mixed-layer deepening caused by sea surface buoyancy loss in winter in the northern Red Sea and reveal more details on RSOW spreading rates, pathways, and vertical structure. The southward spreading of RSOW after its formation is identified as a layer with minimum potential vorticity and maximum CFC-12 and SF6. Ventilation ages of seawater within the RSOW layer, calculated from the partial pressure of SF6 (pSF6), range from 2 years in the northern Red Sea to 15 years at 17°N. The distribution of the tracer ages is in agreement with the model circulation field which shows a rapid transport of RSOW from its formation region to the southern Red Sea where there are longer circulation pathways and hence longer residence time due to basin wide eddies. The mean residence time of RSOW within the Red Sea estimated from the pSF6 age is 4.7 years. This time scale is very close to the mean transit time (4.8 years) for particles from the RSOW formation region to reach the exit at the Strait of Bab el Mandeb in the numerical experiment.King Abdullah University of Science and Technology (KAUST) Grant Numbers: USA 00002, KSA 00011, KSA 00011/02; National Science Foundation; WHOI Academic Program Office Grant Number: OCE09270172016-03-2

Modular access to substituted azocanes via a rhodium-catalyzed cycloaddition-fragmentation strategy

A short entry to substituted azocanes by a Rh-catalyzed cycloaddition–fragmentation process is described. Specifically, exposure of diverse <i>N</i>-cyclopropylacrylamides to phosphine-ligated cationic Rh­(I) catalyst systems under a CO atmosphere enables the directed generation of rhodacyclopentanone intermediates. Subsequent insertion of the alkene component is followed by fragmentation to give the heterocyclic target. Stereochemical studies show, for the first time, that alkene insertion into rhodacyclopentanones can be reversible

Trends of Modern Religion

https://digitalcommons.acu.edu/crs_books/1167/thumbnail.jp

Using Metacognitive Training with Kinesiology Students

As future healthcare practitioners, kinesiology students must become expert learners who choose strategies resulting in deep and durable learning. Metacognitive instruction goes beyond the use of study skills as it focuses on student reflection and evaluation of their learning success, and ultimately establishes effective learning skills, a requirement for professional practice. To examine if an intervention in a kinesiology course affected metacognitive awareness and use of metacognitive strategies, a quasi-experimental research design utilized a convenience sample of 89 upper division undergraduate occupational therapy students and master’s level athletic training students enrolled in kinesiology courses. Using an online survey including the Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and three Likert scale questions about perception of study skills, pre-test and post-test data were collected over three years, and 6-month follow-up data were collected during the final two years of the study. The intervention included information about metacognition and key study tips, five learning activities, and teaching techniques to promote metacognition. Treating the pre-test group as the reference group, the results showed that the post-test and 6-month follow-up test groups were significant predictors of students’ scores on the Metacognitive Awareness Inventory, indicating an improved and sustained metacognitive awareness after completing the course. The intervention was found to have a positive association with scores of planning, information management, comprehension monitoring, and evaluation. These results indicate the value of metacognition instruction. Considering that not all students come equipped with metacognitive skills, instruction in this area could be beneficial to students