Del conocimiento tácito al explicito: elaboración de un manual de política de indización en bibliotecas universitárias

The indexing policy establishes the guiding principles and criteria for the indexer when determining the subjects of the documents. This article shows how to capture the indexers’ tacit knowledge into explicit knowledge using the group verbal protocol methodology to produce an indexing manual. Continuing professional education results to be a key factor in obtaining good results when formalizing the indexing policy of a library and keeping it up to date.

Empacotamento de experimentos controlados em engenharia de software: uma abordagem baseada em ontologia

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

As aglomerações produtivas de calçados, folheados e de jóias do CRAJUBAR (CE): formação, produção, trabalho, implicações socioespaciais

Pós-graduação em Geografia - IGCE

Apresentação de métodos para implementação de plataformas colaborativas de Sistemas Automatizados de Produção

Automated Production Systems Development involves aspects concerning the integration of technological components that exist on the market, such as: Programmable Logic Controllers (PLC), robot manipulators, various sensors and actuators, image processing systems, communication networks and collaborative supervisory systems; all integrated into a single application. This paper proposes an automated platform for experimentation, implemented through typical architecture for Automated Production Systems, which integrates the technological components described above, in order to allow researchers and students to carry out practical laboratory activities. These activities will complement the theoretical knowledge acquired by the students in the classroom, thus improving their training and professional skills. A platform designed using this generic structure will allow users to work within an educational environment that reflects most aspects found in Industrial Automated Manufacturing Systems, such as technology integration, communication networks, process control and production management. In addition, this platform offers the possibility complete automated process of control and supervision via remote connection through the internet (WebLab), enabling knowledge sharing between different teaching and research groups.

Mapeamento do conhecimento no processode atribuição de aulas em Escolas Técnicas

This article has the objective to describe the importance of management knowledge. And, for that, we have done a study upon a case, based on the mapping of the process of classes distribution in the Escolas Técnicas do Centro Paula Souza. The management of knowledge is a way to provide it to the people, considering that knowledge becomes a fundamental and necessary resource to the development of the privante or public organizations. The use of knowledge maps becomes a crucial factor in this process of transformation of tacit knowledge into explicit, because having a high knowledge level, and socialize it, is as essential and important as all the other resources that exist within the institutions.

Teoria dos Jogos aplicada à inteligência competitiva organizacional no âmbito da Ciência da Informação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Avaliação das barreiras à inovação em sistemas de embalagens que visam a redução do desperdício/perda de carne bovina in natura

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Conhecimento e formas de utilização de plantas medicinais em duas comunidades rurais: agricultores familiares de Santa Albertina (SP) e assentados de Ilha Solteira (SP)

Pós-graduação em Agronomia - FEIS

Artesanato como exemplo de trabalho informal em uma região econômica periférica: uma análise geográfica do aglomerado produtivo de palhas e bordados da região norte do Piauí

Pós-graduação em Geografia - IGCE

Business analytics e risorse umane. Il caso dell'azienda CAE S.P.A.

La velocità di cambiamento che caratterizza il mercato ha posto l'attenzione di molte imprese alla Business Analysis. La raccolta, la gestione e l'analisi dei dati sta portando numerosi benefici in termini di efficienza e vantaggio competitivo. Questo è reso possibile dal supporto reale dei dati alla strategia aziendale. In questa tesi si propone un'applicazione della Business Analytics nell'ambito delle risorse umane. La valorizzazione del Capitale Intellettuale è fondamentale per il miglioramento della competitività dell'impresa, favorendo così la crescita e lo sviluppo dell'azienda. Le conoscenze e le competenze possono incidere sulla produttività, sulla capacità innovativa, sulle strategie e sulla propria reattività a comprendere le risorse e le potenzialità a disposizione e portano ad un aumento del vantaggio competitivo. Tramite la Social Network Analysis si possono studiare le relazioni aziendali per conoscere diversi aspetti della comunicazione interna nell'impresa. Uno di questi è il knowledge sharing, ovvero la condivisione della conoscenza e delle informazioni all'interno dell'organizzazione, tema di interesse nella letteratura per via delle potenzialità di crescita che derivano dal buon utilizzo di questa tecnica. L'analisi si è concentrata sulla mappatura e sullo studio del flusso di condivisione di due delle principali componenti della condivisione di conoscenza: sharing best prectices e sharing mistakes, nel caso specifico si è focalizzato lo studio sulla condivisione di miglioramenti di processo e di problematiche o errori. È stata posta una particolare attenzione anche alle relazioni informali all'interno dell'azienda, con l'obiettivo di individuare la correlazione tra i rapporti extra-professionali nel luogo di lavoro e la condivisione di informazioni e opportunità in un'impresa. L'analisi delle dinamiche comunicative e l'individuazione degli attori più centrali del flusso informativo, permettono di comprendere le opportunità di crescita e sviluppo della rete di condivisione. La valutazione delle relazioni e l’individuazione degli attori e delle connessioni chiave fornisce un quadro dettagliato della situazione all'interno dell'azienda.

Trustworthiness dei dati nei sistemi di crowdsourcing

Questa tesi affronta la tematica della trustworthiness dal punto di vista dell’utente, a partire dalla sua identità virtuale fino a considerare l’analisi dei parametri che un sito Web dovrebbe adottare perchè sia ritenuto affidabile dagli utilizzatori. Si individueranno quindi le criticità che rendono ancora la trustworthiness una variabile poco considerata nella progettazione di siti Web e gli eventuali accorgimenti e punti di forza che caratterizzano un ambiente di lavoro. La tesi presenta diversi casi esemplificativi di utilizzo, ovvero gli ambienti di commercio elettronico, gli ambienti che condizionano l’acquisto di un utente e i sistemi di knowledge sharing; tutte le analisi di affidabilità sono applicate a siti web che adottano modelli di approvvigionamento dati da parte degli utenti stessi, votazioni e giudizi, recensioni su prodotti e servizi, crowdsourcing di informazioni e di esperienze personali e collettive, basate su progetti di indagine commerciale, analisi e opinione di prodotti o servizi o informazioni condivise per lo sviluppo sociale. La tematica viene analizzata da questi tre punti di vista, ciascuno sotto l’ottica identitaria, di reputazione e di affidabilità. La letteratura, come esaminato in questa tesi, propone alcuni modelli che individuano criteri di valutazione dell’affidabilità dei siti web, su algoritmi già esistenti quindi su siti Web che possiedono sistemi di filtraggio del contenuto o sistemi di valutazione della reputazione o meccanismi di raccomandazione per individuare le intenzioni dell’utente; in altri casi vengono implementati modelli sperimentali e teorie basate su dataset esistenti, per ricercare soluzioni tangibili all’autenticazione di affidabilità di un sistema, compensando la carenza di sistemi di giudizio di trustworthiness su siti Web reali. Vengono proposti alcuni casi d’uso, appartenenti alle categorie prese in oggetto, per esaminare nel dettaglio, le caratteristiche di trustworthiness fornite da ognuno di essi, nel loro campo di applicazione. L’obiettivo è tracciare una mappatura dei principali criteri con cui viene valutata trustworthiness dei dati in qualsiasi ambito d’applicazione della rete, ponendo alcuni criteri fondamentali ed avere così una visione approfondita della problematica.

Mainstreaming a Decade's Experiences in Watershed Management to Meet the Challenges of Environmental Change in the Hindu Kush-Himalayas

Like other mountain areas in the world, the Hindu Kush-Himalayan (HKH) region is particularly vulnerable to climate change. Ongoing climate change processes are projected to have a high impact on the HKH region, and accelerated warming has been reported in the Himalayas. These climate change impacts will be superimposed on a variety of other environmental and social stresses, adding to the complexity of the issues. The sustainable use of natural resources is crucial to the long-term stability of the fragile mountain ecosystems in the HKH and to sustain the socio-ecological resilience that forms the basis of sustainable livelihoods in the region. In order to be prepared for these challenges, it is important to take stock of previous research. The ‘People and Resource Dynamics Project’ (PARDYP), implemented by International Centre for Integrated Mountain Development (ICIMOD), provides a variety of participatory options for sustainable land management in the HKH region. The PARDYD project was a research for development project that operated in five middle mountain watersheds across the HKH – two in Nepal and one each in China, India, and Pakistan. The project ran from 1996 to 2006 and focused on addressing the marginalisation of mountain farmers, the use and availability of water, issues relating to land and forest degradation and declining soil fertility, the speed of regeneration of degraded land, and the ability of the natural environment to support the growing needs of the region’s increasing population. A key learning from the project was that the opinion of land users is crucial to the acceptance (and, therefore, successful application) of new technologies and approaches. A major challenge at the end of every project is to promote knowledge sharing and encourage the cross-fertilization of ideas (e.g., in the case of PARDYP, with other middle mountain inhabitants and practitioners in the region) and to share lessons learned with a wider audience. This paper will highlight how the PARDYP findings, including ways of addressing soil fertility and water scarcity, have been mainstreamed in the HKH region through capacity building (international, regional, and national training courses), networking, and the provision of backstopping services. In addition, in view of the challenges in watershed management in the HKH connected to environmental change, the lessons learned from the PARDYP are now being used by ICMOD to define and package climate change proof technology options to address climate change adaptation.

BREAKING CODES: MAKING THEORIES ON MENSTRUATION ACCESSIBLE THROUGH THIRD-WAVE FEMINISM

Men and women respond to situations according to their community’s social codes. With menstruation, people adhere to “menstrual codes”. Within academic communities, people adhere to “academic codes”. This report paper investigates performances of academic codes and menstrual codes. Implications of gender identity and race are missing and/or minimal in past feminist work regarding menstruation. This paper includes considerations for gender identity and race. Within the examination of academic codes, this paper discusses the inhibitive process of idea creation within the academic sphere, and the limitations to the predominant ways of knowledge sharing within, and outside of, the academic community. The digital project (www.hu.mtu.edu/~creynolds) is one example of how academic and menstrual codes can be broken. The report and project provide a broadly accessible deconstruction of menstrual advertising and academic theories while fostering conversations on menstruation through the sharing of knowledge with others, regardless of gender, race, or academic standing.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.