Digital proficiency and digital inclusion: Comparison between students of computer science, public relations and engineering

New information and communication technologies may be useful for providing more in-depth knowledge to students in many ways, whether through online multimedia educational material, or through online debates with colleagues, teachers and other area professionals in a synchronous or asynchronous manner. This paper focuses on participation in online discussion in e-learning courses for promoting learning. Although an important theoretical aspect, an analysis of literature reveals there are few studies evaluating the personal and social aspects of online course users in a quantitative manner. This paper aims to introduce a method for diagnosing inclusion and digital proficiency and other personal aspects of the student through a case study comparing Information System, Public Relations and Engineering students at a public university in Brazil. Statistical analysis and analysis of variances (ANOVA) were used as the methodology for data analysis in order to understand existing relations between the components of the proposed method. The survey methodology was also used, in its online format, as a research instrument. The method is based on using online questionnaires that diagnose digital proficiency and time management, level of extroversion and social skills of the students. According to the sample studied, there is no strong correlation between digital proficiency and individual characteristics tied to the use of time, level of extroversion and social skills of students. The differences in course grades for some components are partly due to subject 'Introduction to Economics' being offered to freshmen in Public Relations, whereas subject 'Economics in Engineering' is offered in the final semesters of Engineering and Information Systems courses. Therefore, the difference could be more tied to the respondent's age than to the course. Information Systems students were observed to be older, with access to computers and Internet at the workplace, compared to the other students who access the Internet more often from home. This paper presents a pilot study aimed at conducting a diagnosis that permits proposing actions for information and communication technology to contribute towards student education. Three levels of digital inclusion are described as a scale to measure whether information technology increases personal performance and professional knowledge and skills. This study may be useful for other readers interested in themes related to education in engineering. © 2013 IEEE.

Informe del II Taller de Gerentes de Organismos de Cuenca en América Latina y el Caribe = Report on the Second Workshop for Managers of River Basin Authorities in Latin America and the Caribbean

Incluye Bibliografía

As estratégias de inserção na Economia internacional do Brasil e do México: o Mercosul, o Nafta e a política externa

Pós-graduação em Ciências Sociais - FFC

Autonomia pela assertividade: a política externa brasileira do Partido dos Trabalhadores (2003-2010)

Pós-graduação em Ciências Sociais - FFC

Indicadores para gestão empresarial no setor sucroalcooleiro

Pós-graduação em Agronomia (Energia na Agricultura) - FCA

O Testamento de Dona Balbina: um estudo de caso sobre escravidão e propriedade em Guarapuava (1851-1865)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Relações militares no Cone Sul: da rivalidade à cooperação na área de segurança (1964-2007)

Pós-graduação em História - FCLAS

A diplomacia dos petrodólares: relações do Brasil com o mundo árabe (1973-1985)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Conflito e cooperação na Bacia do Prata em relação aos cursos d'água internacionais (de 1966 a 1992)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A cooperação entre Brasil e Estados Unidos na área de biocombustíveis

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Linguagem e suas possibilidades na educação física escolar

Pós-graduação em Ciências da Motricidade - IBRC

A cultura norte-americana como um instrumento do soft power dos Estados Unidos: o caso do Brasil durante a política de boa vizinhança

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As relações sul-sul na política multilateral brasileira (1961-2002)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Chinese foreign direct investment in Latin America and the Caribbean

Includes bibliography.

Chinese foreign direct investment in Latin America and the Caribbean: China-Latin America cross-council taskforce. Working document

Although Chinese corporations were relatively unknown in Latin America until a few years ago, their direct investments in the region have averaged about US$10 billion per year since 2010. Their presence and economic leverage have become very significant in many industries and countries of the region, but their motivation, strategy and procedures are not always well understood by Latin America’s governments, businesses and civil society. Similarly, Chinese companies still need to gain a better understanding of Latin America’s business environment and opportunities. This working document is an input for discussing the future of Chinese foreign direct investment (FDI) in Latin America at the China - Latin America cross-council taskforce at the Summit on the Global Agenda, to be held under the auspices of the World Economic Forum (WEF), in Abu Dhabi on 18-20 November 2013. It was prepared jointly by Taotao Chen, Professor of Finance of the School of Economics and Management of Tsinghua University in China and member of the WEF Global Agenda Council on China, and by Miguel Pérez Ludeña, Economic Affairs Officer at the Economic Commission for Latin America and the Caribbean (ECLAC), under the supervision of Alicia Bárcena, Executive Secretary of ECLAC and Vice-Chair of the WEF Global Agenda Council on Latin America.