Made available in DSpace on 2016-03-15T19:43:32Z (GMT). No. of bitstreams: 1 Gisele Soares Gama de Oliveira.pdf: 595303 bytes, checksum: 9c69f081c5e80d9819729baacbbc471d (MD5) Previous issue date: 2009-03-16 / Fundo Mackenzie de Pesquisa / New technologies for information and knowledge have changed quickly, bringing new challenges for social development, what obligatory includes the education. To understand the features of the available technologies and how to integrate them effectively is completely crucial for introducing some of them in the classroom. Considering that the pedagogue is responsible for transmitting this kind of knowledge in the learning process, and the university is responsible for graduating properly this professional, this study was carried out in order to verify if competences and abilities for the use of these new technologies are being properly developed in the pedagogue´s graduation. Data were collected regarding to (1) providing disciplines on new technologies in the curriculum of Pedagogy School; (2) proposing reflections and contents in these disciplines, so that the student can really understand why and how integrate the computer in the educational practice; and (3) how adequate is the integration between the curricular proposal and the competences of the teachers responsible to teach these disciplines to the future Pedagogue. These data were obtained from two private universities (Universidade Presbiteriana Mackenzie UPM e Pontifícia Universidade Católica de São Paulo PUC-SP), located in São Paulo city, by means of official documents provided by them, and by applying open questions to coordinators and teachers involved with such disciplines. Qualitative analysis of these data was based on the National Curricular Emends for the Pedagogy School and on recent and relevant theoretical references on the matter. Data revealed that curricular matrix provide disciplines on new technologies according to the parameters adopted for the study, and that teachers, in the general, have developed proper competences to teach such disciplines and use the necessary resources and equipments for put theory and practice together in the formation of the future pedagogue. However, although less frequently, there are still some inadequateness resulting from what seems to be pure bureaucracy, such as the criteria for selecting these teachers and the availability of space and material technological resources, which are crucial for a better professional formation regarding the effective use of new technologies. / Com o advento das mudanças trazidas cada vez mais rapidamente pelas novas tecnologias de conhecimento e informação (TICs), deparamo-nos com novos desafios para o desenvolvimento de uma sociedade, o que inclui obrigatoriamente a Educação. Introduzir determinadas tecnologias no cotidiano da sala de aula requer compreender as características das tecnologias disponíveis e aprender a integrá-las entre si. Considerando, então, que cabe ao pedagogo transmitir esses conhecimentos no processo de ensino-aprendizagem, e que cabe à universidade formar esse profissional adequadamente para o desempenho de sua profissão, procurou-se, neste estudo avaliar se, na formação do pedagogo, são desenvolvidas as competências e as habilidades pedagógicas necessárias para o uso das TIC´s. Assim, coletaram-se informações sobre (1) a oferta de disciplinas que contemplam as TIC´s na matriz curricular de cursos de Pedagogia; (2) se a proposta curricular dessas disciplinas aborda questões e conteúdos que permitem ao aluno conhecer e compreender por que e como integrar o computador em sua prática pedagógica; e (3) a adequação entre a proposta curricular das disciplinas em questão e a prática dos professores que as ministram, de modo a ampliar a compreensão de como se realiza a formação do aluno do curso de Pedagogia frente às TIC´s. Esses dados foram obtidos em duas universidades particulares localizadas na cidade de São Paulo (Universidade Presbiteriana Mackenzie UPM e Pontifícia Universidade Católica de São Paulo PUC-SP), por meio de documentos oficiais por elas fornecidos pelas referidas universidades e de entrevistas com questões abertas aplicadas aos coordenadores dos cursos e aos professores responsáveis pelas disciplinas que contemplam as TICs. A análise qualitativa desses dados fundamentou-se nas Diretrizes Curriculares Nacionais para o Curso de Pedagogia e em referenciais teóricos recentes e relevantes sobre o tema. Os dados revelaram que as matrizes curriculares do Curso de Pedagogia das duas instituições investigadas oferecem disciplinas (UPM) ou unidades temáticas (PUC-SP) que contemplam as TIC´s, em conformidade com os parâmetros adotados no estudo, e que os professores dessas disciplinas, no geral, possuem formação e experiência adequadas para ministrar as disciplinas relativas às TIC´s e utilizam recursos que são indispensáveis para a formação adequada em termos de aproximar teoria e prática. Todavia, ainda que menos freqüentes, existem ainda inadequações decorrentes de questões que parecem burocráticas, como critérios de seleção desse professor e disponibilização de espaço e recursos tecnológicos para aproximação de teoria e prática, questões essas que precisariam ser redimensionadas em prol da excelência na formação de futuros pedagogos no que tange à sua prática efetiva com as TIC´s.

Application of Knowledge Management on Performance Appraisal and Management System Abstract The goal of competitive strategy is to create competitive advantages and gain the maximum value. On the other hand, competitive advantage lies in differentiation which originates from exclusive ¡§core competence and resource¡¨. In fact, what so called ¡§core competence and resource¡¨ tightly relates to ¡§knowledge¡¨ because to compare with other resource, knowledge has the characteristics of being ¡§scarce¡¨, ¡§difficult to imitate¡¨ ¡§unable to copy¡¨, and ¡§granted with exclusive rights¡¨ (Hsu Shihchun, 2000) and these are the essential elements for a company to remain its competitive advantages. Thus, Knowledge Management (KM) determines powerfully the survival of a company. In terms of business management, the ultimate goal of Performance Management System is to enhance organization efficiency which is built on the integration and improvement of business operation. It is also an important system aiming for improving or strengthening the system of ¡§core competence and resource¡¨ building. This coincides with the nature of knowledge management and benefits each other. Management activities such as production, marketing, R&D, accounting, purchasing, and human resource tie with ¡§the import , capture , retrieval , access , use , sharing , creation of knowledge¡¨ and this evidently indicates the popularity and long existence of KM activities. This study attempted to use KM Process as the base to construct a case study model with theoretical and practical application through the application demand of Knowledge Technology (KT). Before constructing the model, this study first reviewed the previous literature and understood the definition of KM and Performance Appraisal and Management. With the help of diagnosis tool, Six Box Model (Weisbord, 1976), we improved the study model of Knowledge Based Performance Appraisal and Management System (KBPAMS). Meanwhile, we adopted dimensional elements to compile an ideal ¡§Study Form for KBPAMS.¡¨ We also selected certain companies as the cases to examine the existing system and conducted one by one in-depth interviews with employees of chosen companies. Due to the limitations on study time and human resources, random sampling as well as convenience sampling were excluded; purposive sampling was chosen to understand the actual demand and opinions of workers. Next, Flow Chart and handling description were two methods of presentation to construct a simple ¡§KBPAMS¡¨ case study model as the reference for future establishment of information system. In the end, we used the improvement of the ¡§KBPAMS¡¨ case study model. To analyze the six dimensional elements of the ¡§KBPAMS¡¨ and studied it by open-system-view. Four suggestions were offered for conclusion as follows: 1.Returning to the humanity; 2.Integrating business culture and creating business characteristics; 3.long-term Investing on KBPAMS; 4.Gaining full-support from the top-manager. Keywords¡G Knowledge Management (KM), Knowledge Technology (KT), Performance Appraisal and Management, Performance Appraisal System (PAS)

This dissertation thesis evaluates the role of aerospace clustering in the economic output. The focus on the clusters is based on the already existing theory, namely Michael Porter's book The Competitive Advantage of Nations in which he named clustering as one of the four essential factors that define the economic competitiveness of a country. On the other hand, the aerospace industry shows a huge potential with growing markets in Asia and in the run of the next decades, space exploration has to be reckoned with. In order to give a support to this theory and apply it to aerospace, a two stage analysis has been conducted. Firstly, Leontief's Input-Output analysis has been conducted, to show the importance of exports from this industry. Secondly, a model proposed by Hausmann et al. in 2007 has been adjusted to observe the productivity of aerospace commodities. The results of these analyses are positive and they give evidence to the importance of aerospace clustering. Moreover, they give merits to policy-makers' actions in this area.

<p>We investigate how the knowledge in knowledge technology applications for knowledge management can be represented to let the user directly manage the knowledge content of the applications.</p><p>In paper I we design a representation of diagnosis knowledge that allows the user to add new components and inspect the function of the device. The representation allows an integration of model based knowledge with compiled and heuristic knowledge so that the device and its function can be represented a suitable level of abstraction and let other parts be represented as non-model based knowledge.</p><p>In paper II we use simplified rules for describing the time, resources, activities and amounts required in a tunnelling project and a simulation engine for estimating time and amounts consumed in the tunnelling process. The rules are designed to allow a user to change the facts and computations of the system.</p><p>In paper III we present the constraint modelling language CML and show how to model a nurse scheduling problem and a train scheduling problem without programming. The idea is to preserve the problem structure of the domain, allowing constraint formulations that reflect natural language expressions familiar to the users. CML problem specifications are transformed automatically to standard constraint programs </p><p>In paper IV we investigate the use of decision tables for representing requirements on staff scheduling explicitly, providing structure, decision support and overview to the user. The requirements are compiled automatically to a program that use hand-written procedures for efficient scheduling.</p><p>It seems possible to let the user modify central parts of the knowledge content in the applications with these representations, by using various illustration techniques. The techniques used are object-based graphics for manipulating device components and connections in diagnosis, simplified rules for simulation of tunnelling activities, text-based query language specification of scheduling problems and finally, decision tables for constraint problems and decision support.</p>

We investigate how the knowledge in knowledge technology applications for knowledge management can be represented to let the user directly manage the knowledge content of the applications. In paper I we design a representation of diagnosis knowledge that allows the user to add new components and inspect the function of the device. The representation allows an integration of model based knowledge with compiled and heuristic knowledge so that the device and its function can be represented a suitable level of abstraction and let other parts be represented as non-model based knowledge. In paper II we use simplified rules for describing the time, resources, activities and amounts required in a tunnelling project and a simulation engine for estimating time and amounts consumed in the tunnelling process. The rules are designed to allow a user to change the facts and computations of the system. In paper III we present the constraint modelling language CML and show how to model a nurse scheduling problem and a train scheduling problem without programming. The idea is to preserve the problem structure of the domain, allowing constraint formulations that reflect natural language expressions familiar to the users. CML problem specifications are transformed automatically to standard constraint programs In paper IV we investigate the use of decision tables for representing requirements on staff scheduling explicitly, providing structure, decision support and overview to the user. The requirements are compiled automatically to a program that use hand-written procedures for efficient scheduling. It seems possible to let the user modify central parts of the knowledge content in the applications with these representations, by using various illustration techniques. The techniques used are object-based graphics for manipulating device components and connections in diagnosis, simplified rules for simulation of tunnelling activities, text-based query language specification of scheduling problems and finally, decision tables for constraint problems and decision support.

What knowledge do teachers need for integrating appropriate digital technologies in teaching mathematics? An overarching construct called TPACK is proposed as the interconnection and intersection of knowledge among technology, pedagogy, and content and is referred to as the total knowledge package for teaching mathematics with technology. Five stages in the process of developing TPACK - recognizing, accepting, adapting, exploring, and adapting – describe the process of teachers’ learning to integrate technology. Teachers learn to teach mathematics from their own learning – K-12 mathematics - collegiate mathematics coursework, teacher preparation program, field experiences and professional development as they teach mathematics. The challenge is to identify appropriate experiences to guide this integration of technology in teaching mathematics in ways that develop TPACK. A framework for these experiences directs attention to emergent social and psychological perspectives.