O Rela����es P��blicas como agente fundamental para a implanta����o de um Programa de Marketing de Relacionamento

This work of course conclusion aim to do the elaboration of a model of implantation of a Program of Relationship Marketing in an organization of visual communication in Bauru, S��o Paulo. The bibliographical revision evidences the evolution of the marketing in accordance with the necessities of each period, as well as the evolution of the profession of Public Relations that throughout the time accumulated many functions. Therefore, to implant the Relationship Marketing is necessary that the marketing may be faced as an enterprise philosophy, so that all workers have the focus in the customer���s satisfaction. The proposal of implantation of a Program of Relationship Marketing is validated by a basic agent, the Public Relations, who is able to work integrated with the Marketing Department to manage the process completely. The proposal elaborated is personalized, at the same time, is made having as base a previous diagnosis and an analysis of 3 Puts of the organization, so that, do a strategical planning of implantation of this new culture focused in the customer, based in the relationship

Peer assessment in ULPGC on line CLIL course 2010-2013

<p>[EN]Introduction to Content Language and Integrated Learning ( CLIL) is a 60 hour on line course offered by Universidad de Las Palmas de Gran Canaria within its extracurricular courses. During three years we have had 76 students whose final assessment has been to create a CLIL lesson which was evaluated by their peers. The tool for the peer assessment has been the Moodle platform; forums. The assessment was guided by a list of questions they had to apply when evaluating the lessons, but the replies from the CLIL lesson creators did not have any predetermined structure or guidelines to be followed. We have analysed the assessments and replies by grouping them according to content similarities. </p>

Il discorso politico culturale del Deutscher Geist in Gefahr di Ernst Robert Curtius

Nel 1932 Ernst Robert Curtius pubblica il pamphlet politico culturale Deutscher Geist in Gefahr nel quale chiarisce il suo pensiero di fronte alla grave crisi in cui versa la Germania. Egli si schiera contro le posizioni di destra del suo tempo, delle quali critica apertamente la boria nazionalista, il rozzo antisemitismo e la creazione di un mito nazionale elaborato come strumento di manipolazione dell���opinione pubblica. Ritiene inoltre inaccettabili le posizioni rivoluzionarie, tanto di destra quanto di sinistra, che vogliono liberarsi della tradizione umanistica europea e disprezzano la Zivilisation francese; allo stesso modo rifiuta l���ideale di un germanesimo eroico avulso dalla storia europea e respinge infine tutte le forme di nichilismo che si risolvono in un atteggiamento di indifferenza nei confronti della realt��, dei valori e della storia. Curtius accetta il sistema democratico come unica soluzione e ritiene che le decisioni politiche debbano mirare al bene di tutti i ceti sociali indipendentemente dagli interessi di partiti e di singoli gruppi. Rifiuta qualunque forma, anche culturale, di supremazia della Germania, aspira a un���Europa cosmopolita, le cui nazioni siano valorizzate nelle loro caratteristiche specifiche, ed �� convinto che per la costruzione della pace gli europei debbano vivere, studiare e lavorare insieme imparando gli uni le lingue degli altri. Per Curtius l���Umanesimo della tradizione classica e la letteratura del Medioevo sono parte integrante della vita di ogni europeo e fonte di energie spirituali per affrontare in modo creativo il presente e il futuro.

Knowledge Transfer Processes in the IS Offshore Outsourcing Transition: A Conceptual Model

Despite promising cost saving potential, many offshore software projects fail to realize the expected benefits. A frequent source of failure lies in the insufficient transfer of knowledge during the transition phase. Former literature has reported cases where some domains of knowledge were successfully transferred to vendor personnel whereas others were not. There is further evidence that the actual knowledge transfer processes often vary from case to case. This raises the question whether there is a systematic relationship between the chosen knowledge transfer process and know-ledge transfer success. This paper introduces a dynamic perspective that distinguishes different types of knowledge transfer processes explaining under which circumstances which type is deemed most appropriate to successfully transfer knowledge. Our paper draws on knowledge transfer literature, the Model of Work-Based Learning and theories from cognitive psychology to show how characteristics of know-ledge and the absorptive capacity of knowledge recipients fit particular knowledge transfer processes. The knowledge transfer processes are conceptualized as combinations of generic knowledge transfer activities. This results in six gestalts of know-ledge transfer processes, each representing a fit between the characteristics of the knowledge process and the characteristics of the knowledge to be transferred and the absorptive capacity of the knowledge recipient.

English as the medium of instruction: a response to internationalization

The status of English as a lingua franca has led European universities to implement the use of this language as a medium of instruction (EMI). This study presents an analysis of the status quo of EMI at the University of Alicante. It takes into account the institution`s language policy and the programs which offer subjects in English, as well as the challenges, needs and benefits of the professors and students. Qualitative and quantitative data was collected by means of questionnaires and semi-structured interviews. The findings of this needs analysis will help us to create an action plan that will include teacher and student training schemes to foster internationalization.

Making it easy to do the right thing in healthcare: Advancing improvement science education through accredited pan European higher education modules

Background: Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means that there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practise. Methods: This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practise Improvement Science, and a mapping of current Improvement Science education informed the content of the modules. Results: A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact modules have in practise has been developed and piloted. Conclusion: The authors argue that there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest that if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education then it has real promise to improve the delivery, quality and design of healthcare.

El aprendizaje cooperativo con el uso de nuevas tecnolog��as. Aplicaci��n transversal en las asignaturas de Urbanismo de los estudios de Arquitectura

La ense��anza y el aprendizaje en materias de Urbanismo con una segunda lengua vehicular ���en este caso en ingl��s���, suponen retos en cuanto a las metodolog��as y estrategias pedag��gicas. El objetivo de esta investigaci��n es reconocer dichos retos a partir de la puesta en com��n de la experiencia docente y discente de la reciente oferta de un grupo en ingl��s, dentro del contexto de las asignaturas obligatorias de Urbanismo del Grado en Arquitectura y del Grado en Fundamentos de la Arquitectura de la Universidad de Alicante. As��, se define un marco de reflexi��n en torno a, principalmente, tres cuestiones. Por una parte, identificar cu��l es la motivaci��n del alumnado para cursar asignaturas de Urbanismo en ingl��s; por otra parte, averiguar cu��les son las expectativas que se presentan de cara al inicio del curso tanto por parte del profesorado como de los estudiantes y, por ��ltimo, poner de manifiesto los logros y dificultades detectadas tras la experiencia.

La Ense��anza en Ingl��s de las Asignaturas de Urbanismo en Arquitectura de la Universidad de Alicante

La ense��anza y el aprendizaje en materias de Urbanismo con una segunda lengua vehicular ���en este caso en ingl��s���, suponen retos en cuanto a las metodolog��as y estrategias pedag��gicas. El objetivo de esta investigaci��n es reconocer dichos retos a partir de la puesta en com��n de la experiencia docente y discente de la reciente oferta de un grupo en ingl��s, dentro del contexto de las asignaturas obligatorias de Urbanismo del Grado en Arquitectura y del Grado en Fundamentos de la Arquitectura de la Universidad de Alicante. As��, se define un marco de reflexi��n en torno a, principalmente, tres cuestiones. Por una parte, identificar cu��l es la motivaci��n del alumnado para cursar asignaturas de Urbanismo en ingl��s; por otra parte, averiguar cu��les son las expectativas que se presentan de cara al inicio del curso tanto por parte del profesorado como de los estudiantes y, por ��ltimo, poner de manifiesto los logros y dificultades detectadas tras la experiencia.

Performing Pedagogies and Exploring Embodied Knowledge

Performing Pedagogies was a week-long performance and exhibition series I organized that took place in Kingston, Ontario between March 15th - March 20th 2016. The motivation for this project came from a desire to explore performative modes of experiencing critical, embodied knowledge. The series featured five performances, a long distance collaboration between thirty-one Queen���s undergraduate students and a Vancouver artist-run free school (The School for Eventual Vacancy), a subsequent exhibition, a panel discussion, and a radical performance pedagogy workshop led by co-artistic director of the international performance art troupe, La Pocha Nostra. Artists featured included Golboo Amani, Basil AlZeri, Caitlin Chaisson, Justin Langlois, Saul Garcia-Lopez, Francisco-Fernando Granados, and Andrew Rabyniuk. By curating examples of performance art that variously incorporated embodied pedagogical interventions, I examined the processes of performance as pedagogy. Performing Pedagogies explored interventions into contemporary contours of neoliberal education paradigms through embodied encounters���fostering conversations about the meanings and limitations of knowledge dissemination and education today and posing questions about possibilities for radical pedagogies, embodied knowledge, and counter curricula.

A diversidade lingu��stico-cultural no jardim de inf��ncia e na escola : perce����es de educadores e professores

Relat��rio de est��gio para a obten����o do grau de Mestre em educa����o pr��-escolar e em ensino do 1.�� ciclo do ensino b��sico

A RELA����O PEDAG��GICA NA TUTORIA A DIST��NCIA: UM ESTUDO A PARTIR DO CURSO DE PEDAGOGIA

O presente estudo de natureza qualitativa tem por objetivo explicitar as implica����es da rela����o pedag��gica com a constru����o do conhecimento na tutoria �� dist��ncia com foco nas rela����es entre professores tutores e alunos da EAD da Universidade Metodista de S��o Paulo. Analisa a complexidade que envolve o trabalho educativo em ambiente virtual de aprendizagem e a rela����o estabelecida entre esses sujeitos na pr��tica pedag��gica. A partir dos pressupostos metodol��gicos e das abordagens multirreferencial, dial��gica e transpessoal observadas sob a perspectiva da modalidade a dist��ncia na constru����o dos referenciais te��ricos. Realizada na UMESP e no polo regional de apoio presencial Mau��-SP, a pesquisa foi desenvolvida por meio de observa����es, question��rios explorat��rios e entrevistas de aprofundamento, contou com a participa����o de quatro professoras tutoras do curso de Pedagogia a dist��ncia e dez alunas desse mesmo curso, al��m da leitura cr��tica de documentos, considerando a legisla����o educacional e diretrizes curriculares vigentes. Procurou responder aos seguintes questionamentos: O que �� a rela����o pedag��gica? Qual a import��ncia da rela����o pedag��gica quando a concep����o educativa assumida trabalha na perspectiva de educar na/para a inteireza? Quais as possibilidades, as dificuldades e limites desta proposta de rela����o pedag��gica na EAD considerando as rela����es entre professores tutores e alunos? Buscando identificar os conflitos e desafios vividos e experimentados nessa rela����o, foram problematizados alguns intervenientes no processo de ensino e aprendizagem para a constru����o do conhecimento na modalidade, desvelando caracter��sticas do discurso e das pr��ticas repletas de sentido e significados. A pesquisa permitiu concluir que, apesar da dist��ncia, o aluno n��o est�� isolado, ele tem a possibilidade de participar ativamente junto a tutoria na constru����o de seu conhecimento e de sua forma����o, essa intera����o, no entanto, �� influenciada pela rela����o pedag��gica entre esses sujeitos e por demais fatores que podem afetar o desenvolvimento do trabalho na educa����o a dist��ncia. Para educar na inteireza, �� necess��rio reconhecer a complexidade presente em todo ato educativo e o car��ter da pluralidade, do multiculturalismo e da diversidade presente no contexto da realidade brasileira, bem como a emerg��ncia de autoconhecimento e forma����o continuada para professores na ��rea.(AU)

Editorial

This second issue of Knowledge Management Research & Practice (KMRP) continues the international nature of the first issue, with papers from authors based on four different continents. There are five regular papers, plus the first of what is intended to be an occasional series of 'position papers' from respected figures in the knowledge management field, who have specific issues they wish to raise from a personal standpoint. The first two regular papers are both based on case studies. The first is 'Aggressively pursuing knowledge management over two years: a case study a US government organization' by Jay Liebowitz. Liebowitz is well known to both academics and practictioners as an author on knowledge management and knowledge based systems. Government departments in many Western countries must soon face up to the problems that will occur as the 'baby boomer' generation reaches retirement age over the next decade. This paper describes how one particular US government organization has attempted to address this situation (and others) through the introduction of a knowledge management initiative. The second case study paper is 'Knowledge creation through the synthesizing capability of networked strategic communities: case study on new product development in Japan' by Mitsuru Kodama. This paper looks at the importance of strategic communities - communities that have strategic relevance and support - in knowledge management. Here, the case study organization is Nippon Telegraph and Telephone Corporation (NTT), a Japanese telecommunication firm. The third paper is 'Knowledge management and intellectual capital: an empirical examination of current practice in Australia' by Albert Zhou and Dieter Fink. This paper reports the results of a survey carried out in 2001, exploring the practices relating to knowledge management and intellectual capital in Australia and the relationship between them. The remaining two regular papers are conceptual in nature. The fourth is 'The enterprise knowledge dictionary' by Stuart Galup, Ronald Dattero and Richard Hicks. Galup, Dattero and Hicks propose the concept of an enterprise knowledge dictionary and its associated knowledge management system architecture as offering the appropriate form of information technology to support various different types of knowledge sources, while behaving as a single source from the user's viewpoint. The fifth and final regular paper is 'Community of practice and metacapabilities' by Geri Furlong and Leslie Johnson. This paper looks at the role of communities of practice in learning in organizations. Its emphasis is on metacapabilities - the properties required to learn, develop and apply skills. This discussion takes work on learning and core competences to a higher level. Finally, this issue includes a position paper 'Innovation as an objective of knowledge management. Part I: the landscape of management' by Dave Snowden. Snowden has been highly visible in the knowledge management community thanks to his role as the Director of IBM Global Services' Canolfan Cynefin Centre. He has helped many government and private sector organizations to consider their knowledge management problems and strategies. This, the first of two-part paper, is inspired by the notion of complexity. In it, Snowden calls for what he sees as a 20th century emphasis on designed systems for knowledge management to be consigned to history, and replaced by a 21st century emphasis on emergence. Letters to the editor on this, or any other topic related to knowledge management research and practice, are welcome. We trust that you will find the contributions stimulating, and again invite you to contribute your own paper(s) to future issues of KMRP.

Is Bologna working? Employer and graduate reflections of the quality, value and relevance of business and management education in four European Union countries

This article focuses on the relevance of undergraduate business and management higher education from the perspectives of recent graduates and graduate employers in four European countries. Drawing upon the findings of an empirical qualitative study in which data was collated and analysed using grounded theory research techniques, the paper draws attention to graduates' and employers' perceptions of the value of higher education in equipping students with discipline-specific skills and knowledge as well as softer 'generic' skills. It also highlights the importance of formal 'work-based' learning within undergraduate curricula in providing students with the skills and experiences required by employers operating within a global workplace. �� 2014 John Wiley & Sons Ltd.

Industry Education: The Merger Continues

In the discussion - Industry Education: The Merger Continues - by Rob Heiman Assistant Professor Hospitality Food Service Management at Kent State University, the author originally declares, ���Integrating the process of an on-going catering and banquet function with that of selected behavioral academic objectives leads to an effective, practical course of instruction in catering and banquet management. Through an illustrated model, this article highlights such a merger while addressing a variety of related problems and concerns to the discipline of hospitality food service management education.��� The article stresses the importance of blending the theoretical; curriculum based learning process with that of a hands-on approach, in essence combining an in-reality working program, with academics, to develop a well rounded hospitality student. ���How many programs are enjoying the luxury of excessive demand for students from industry [?],��� the author asks in proxy for, and to highlight the immense need for qualified personnel in the hospitality industry. As the author describes it, ���An ideal education program concerns itself with the integration of theory and simulation with hands-on experience to teach the cognitive as well as the technical skills required to achieve the pre-determined hospitality education objectives.��� In food service one way to achieve this integrated learning curve is to have the students prepare foods and then consume them. Heiman suggests this will quickly illustrate to students the rights and wrongs of food preparation. Another way is to have students integrating the academic program with feeding the university population. Your author offers more illustrations on similar principles. Heiman takes special care in characterizing the banquet and catering portions of the food service industry, and he offers empirical data to support the descriptions. It is in these areas, banquet and catering, that Heiman says special attention is needed to produce qualified students to those fields. This is the real focus of the discussion, and it is in this venue that the remainder of the article is devoted. ���Based on the perception that quality education is aided by implementing project assignments through the course of study in food service education, a model description can be implemented for a course in Catering and Banquet Management and Operations. This project model first considers the prioritized objectives of education and industry and then illustrates the successful merging of resources for mutual benefits,��� Heiman sketches. The model referred to above is also the one aforementioned in the thesis statement at the beginning of the article. This model is divided into six major components; Heiman lists and details them. ���The model has been tested through two semesters involving 29 students,��� says Heiman. ���Reaction by all participants has been extremely positive. Recent graduates of this type of program have received a sound theoretical framework and demonstrated their creative interpretation of this theory in practical application,��� Heiman says in summation.

La ense��anza de las construcciones pasivas e impersonales con "se" en espa��ol como L2. ��Cu��ntas distinciones son necesarias?

Este art��culo sugiere un enfoque nuevo a la ense��anza de las dos estructuras gramaticales la pasiva refleja y el ���se��� impersonal para las clases universitarias de E/LE. Concretamente, se argumenta que las dos se deber��an tratar como construcciones pasivas, basada en un an��lisis l��xico-funcional de ellas que enfoca la ling����stica contrastiva. Incluso para la instrucci��n de E/LE, se recomienda una aproximaci��n contrastiva en la que se enfocan tanto la reflexi��n metaling����stica como la competencia del estudiante en el L2. Espec��ficamente, el uso de c��rpora ling����sticos en la clase forma una parte integral de la instrucci��n. El uso de un corpus estimula la curiosidad del estudiante, le expone a material de lengua aut��ntica, y promulga la reflexi��n inductiva independiente.