Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3333583."

<p> Since the early 2000s, a new type of working environment has developed in which individual workers&mdash;usually in a technology profession&mdash;share office space in a large, open, nontraditional environment that transcends traditional organizational boundaries. These new environments, called coworking spaces, present opportunities for communication, information sharing, and knowledge creation because of their open physical environments, the reduced presence of organizational barriers, and as a result of intentional efforts of the leaders of coworking spaces to encourage collaboration. While there is a substantial body of knowledge focused on how workers share information and build knowledge in traditional workplaces, there is little academic research on these novel coworking environments. This study examines the lived experiences of members of a specific coworking space located in the Phoenix, Arizona area in the United States. </p><p> Through interviews with key informants, this study evaluates the communication channels that members of a coworking space use to share information and uses the Nonaka SECI model to determine the types of information sharing and knowledge creation that happen at the space. </p><p> This study finds that members of the coworking space heavily lean toward using in-person communication and next-generation instant messaging to share information, and that they primarily create knowledge through combining the explicit knowledge of members to create new explicit knowledge. The findings of this study lead to specific implications for researchers to further examine the communication channels used in coworking spaces, especially next-generation instant messaging tools. The researcher also recommends specific steps that leaders of coworking spaces can follow to improve the level of involvement of members of their spaces, and to position non-profit spaces favorably against competing for-profit coworking spaces.</p><p>

<p> Information Technology (IT) professionals use the Information Technology Infrastructure Library (ITIL) process to better manage their business operations, measure performance, improve reliability and lower costs. This study examined the operational results of those data centers using ITIL against those that do not, and whether the results change when traditional facilities engineers are included in the process. Overall, those IT departments using ITIL processes had no statistically significant improvements when compared to those who do not. Inclusion of Critical Facilities (CF) personnel in the framework offered a statistically significant improvement in their overall reliability of their data centers. Those IT departments who do not include CF personnel in the ITIL framework have a slightly lower level of reliability than those who do not use the ITIL processes at all.</p>

Thesis (Ph. D.)(Informatics)--University of Pretoira, 2002. / Appendices mostly in Portuguese. Includes bibliographical references.

Thesis (Ph.D.)--Hong Kong Baptist University, 2006. / Adviser: Siu Cheung Sandy Li. Includes bibliographical references.

Made available in DSpace on 2016-04-27T16:57:00Z (GMT). No. of bitstreams: 1 Mauricio de Souza Machado.pdf: 3959956 bytes, checksum: 820cad58290947bf960784bd8e8e5f75 (MD5) Previous issue date: 2010-09-30 / Secretaria da Educação do Estado de São Paulo / This piece of work had as aim to verify in which measure a pedagogical strategy with use of several technologies, traditional ones as well as those ones called ICTs, could promote the learning of concepts involved in rule of signs when used with arithmetic operations. The people whom participated of this research were students of a fundamental cycle s recover class with huge cognitive problems, including difficulties with use of basic operations with integers. The methodological approach, in an ample sense, used the principles of Didactic Engineering and qualitative research techniques, as contents analysis, in order to analyze, by Didactic Situations Theory perspective, the protocols produced by students from three research instruments. The interfaces of these instruments were planned to use pencil and paper, calculators and the Geogebra software. The pedagogical strategy adopted allowed to the students understand the rule of signs and the concept of the symmetric of an integer number, using it to improve their own performance related to operations on integer numbers. Moreover, during the investigation, the students could develop the autonomy and the capacity to reflect about the errors made by them, which allowed rebuilding the strategies planned earlier. More than simply provide answers to arithmetic operations, the students could to understand its real meaning / Este trabalho de pesquisa teve como objetivo verificar em que medida uma estratégia pedagógica com o uso de tecnologias diversas, tanto as tradicionais como aquelas conhecidas como TICs, poderia fomentar a aprendizagem dos conceitos envolvidos nas chamadas regras de sinais quando utilizadas em conjunto com as operações aritméticas. Os sujeitos desta pesquisa foram os alunos de uma turma de recuperação de ciclo II do Ensino Fundamental II os quais apresentavam enormes defasagens cognitivas, inclusive no que se refere às operações básicas com números inteiros. A abordagem metodológica, de caráter amplo, valeu-se de pressupostos da Engenharia Didática e de técnicas de pesquisa qualitativa, como a análise de conteúdo, para analisar, à luz da Teoria das Situações Didáticas, os protocolos produzidos pelos sujeitos a partir de três instrumentos de pesquisa, cujas interfaces previam, respectivamente, o uso de lápis e papel, o uso de calculadoras e o uso do software GeoGebra. A estratégia pedagógica adotada permitiu que os estudantes compreendessem, para além das chamadas regras de sinais , o conceito de simétrico de um número inteiro, empregando-o para melhorar o próprio rendimento em relação às operações no âmbito deste conjunto. Além disso, no decorrer da investigação, os estudantes puderam desenvolver a autonomia e a capacidade de refletir sobre os erros cometidos, refazendo as estratégias que permitiam, mais do que simplesmente fornecer uma resposta a uma operação aritmética e entender o seu significado intrínseco