Magisterdisputats. / Format: PDF. Bibl.

The resource based radical change from semiconductor manufacturing into the artificial plant factory is studied by understanding the resource capabilities in each industry separately. Due to lack of scientific research in the resource re-utilization process, the phenomenon is explored by studying the role of three different resources from a holistic view. By a qualitative research method, the motivating reasons for the change, the resources involved in the change, duration, and the resource based information were studied. The collected data are analysed under three different categories such as knowledge, infrastructure, and production technology. The identified problems were the unsatisfied resource capabilities, which have to be solved during the change process. As a result of the analysis, a framework is developed by combining all the three resources from a holistic view, in the change process. The framework is structured in three separate phases and inferred to support the resource re-utilization in the radical change process.

Innovationen sind ein wesentlicher Faktor für die Wettbewerbsfähigkeit von Unternehmen, Regionen und Nationen. Das im Rahmen des Innovationsprozesses benötigte Wissen kann einerseits von innerhalb des eigenen Unternehmens und andererseits von unternehmensexternen Wissensquellen, auf unterschiedlichen geographischen Ebenen, bezogen werden. Das gilt auch für die Automobilindustrie, bei der es sich um eine stark international ausgeprägte Industrie handelt. Gleichzeitig wird auch der Region ein bedeutender Einfluss auf den Austausch von Wissen, und damit die Innovativität der Unternehmen, zugesprochen. Die Unternehmen können externes Wissen auf verschiedene Arten beziehen, die sich in Bezug auf die räumliche Ausprägung und die Formalisierung der Wissensbeziehung unterscheiden. Aus der Sicht einiger Autoren spielen informale Wissensbeziehungen vor allem auf der regionalen Ebene für den Bezug von Wissen eine Rolle, während formale Wissensbeziehungen überwiegend auf der internationalen Ebene verwendet werden. Allerdings gibt es auch eine Reihe von Autoren, die diese Einschätzung nicht teilen. Für letztere kann Wissen ebenso über formale Wissensbeziehungen innerhalb der Region wie über informale Wissensbeziehungen auf der europäischen oder globalen Ebene ausgetauscht werden. In dieser Arbeit wird untersucht, wie die unternehmensexternen Wissensbeziehungen der Unternehmen ausgeprägt sind und welchen Einfluss diese Wissensbeziehungen auf die Innovativität der Unternehmen haben. Dazu wurden Unternehmen der Automobilindustrie in drei österreichischen automotiven Regionen Oberösterreich, Steiermark und Wien&Niederösterreich untersucht. Die gewonnenen Daten, die durch einen standardisierten Fragebogen erhoben wurden, werden mit Hilfe von deskriptiver Statistik, Verteilungstests, Korrelationsanalysen und Regressionsanalysen ausgewertet. Die Befunde zeigen, dass die automotiven Unternehmen Wissen von einer Vielzahl externer Wissensquellen beziehen. Die der Wertschöpfungskette zugerechneten Akteure befinden sich dabei überwiegend auf europäischer Ebene, während bei den wissensgenerierenden Einrichtungen wie Universitäten und F&E-Einrichtungen die nationale, und insbesondere die regionale, Ebene dominiert. Die Beziehung zwischen der räumlichen Ausprägung und der Formalisierung der Wissensbeziehungen kann hingegen nicht bestätigt werden. Für verschiedene Arten von Wissenstransfermechanismen können hingegen dominierende geographische Ebenen identifiziert werden. So findet der Ankauf von Maschinen, das Lesen von Fachliteratur, die Beobachtung anderer Unternehmen und die Teilnahme an Messen als Mechanismus für den Zugang zu externem Wissen vor allem auf europäischer Ebene statt, während die privaten Kontakte, die Vergabe von Forschungsaufträgen und der Austausch in "Communities of Practice" überwiegend auf regionaler und nationaler Ebene verwendet werden. Bei der Bedeutung der verschiedenen Arten von Wissensquellen und -beziehungen für die Innovativität, die mit Hilfe von multivariaten logistischen Regressionsanalysen ermittelt wurde, konnten interessante - und teilweise auch überraschende - Erkenntnisse gewonnen werden. Während es beim Kriterium der Formalisierung der Wissensbeziehung die informalen Wissensbeziehungen sind, die den Unterschied in Bezug auf die Innovativität ausmachen, ist es bei den geographischen Ebenen die globale Ebene. (Autorenref.)

It is widely acknowledged that an agent is doing A intentionally only if she knows she is doing A. It has proved difficult, however, to reconcile two natural thoughts about this knowledge. On the one hand, the agent seems to know what she is doing immediately, simply by doing it. Her knowledge seems to rely upon no evidence, and indeed to rest upon no specifiable epistemic basis at all. On the other hand, the agent can be wrong about what she is doing; she is fallible. The difficulty is to see how an agent can be wrong about her action if her knowledge of it is immediate. My dissertation provides an account of the agent’s knowledge of her own actions that reconciles these natural, but apparently conflicting thoughts. In the face of this difficulty, many philosophers distinguish two objects of knowledge in action: the object of immediate knowledge, which is supposed to be something interior, and what the agent actually does, which is known only mediately. I argue that this two-factor framework is unacceptable, since it cannot account for the insight which motivated the study of intentional action via the agent’s knowledge of these actions: that it is in virtue of this specific way of knowing that the agent is the agent of her intentional actions. Instead, I defend a view on which acting intentionally itself, with no need for further epistemic work, is a way of knowing what actually happens. This account of knowledge in action also allows me to clarify how this knowledge is necessarily related to our capacity for agency. I argue that the rational capacities that are drawn on in figuring out what to do here and now are the very source of both the action’s taking place, and the agent’s knowledge of her actions without evidence. Since the agent’s knowledge is the result of the very same reasoning that brings about the action, it is practical, and the agent’s having it is the mark of her practical rationality at work and her being the knowingly efficacious author of the action. / Philosophy

The current study investigated whether there were age-related differences in episodic feeling-of-knowing (FOK) accuracy and whether accuracy was influenced by when the FOK judgments were made. Younger and older participants were randomly assigned to 1 of 4 conditions that manipulated the timing of the FOK in relation to cued-recall and recognition. Age-related differences in FOK accuracy were not reliable either when the FOK was immediate or when it was delayed. Moreover, FOK accuracy was above chance for both age groups. Remember/Know (RK) judgments correlated reliably with FOKs for unrecalled words for both age groups and did not vary by FOK timing. Verbal ability, but not education, health, or perceptual speed, correlated with FOK accuracy. These results suggest that rather than a general age-related deficit in episodic FOK accuracy, the presence of age-related differences in resolution might be influenced by individual differences in such factors as verbal ability and frontal functioning.

St. Gallen, University, Diss., 2005.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 271-274). Also available via the Internet.

Zugl.: Vallendar, Wiss. Hochschule für Unternehmensführung, Diss., 2003.

Universiẗat, Diss., 2001--Göttingen.

A pesquisa buscou refletir sobre a arte de narrar a vida, a partir de duas histórias narradas por assentados e suas famílias, uma de Nova Santa Rita e outra de Herval, no Rio Grande do Sul. A partir da construção conjunta de narrativas visuais, busquei refletir sobre a figura do narrador, descrita por Walter Benjamin (1994), no contexto do rural hoje, pensando sobre o processo de aprendizagem do saber-fazer, as experiências vividas, as trocas, a necessidade de se contar e de constantemente se reinventar. A estrutura da dissertação é composta pela introdução, que busca apresentar o tema de pesquisa, os narradores e o percurso metodológico do trabalho. O capítulo segundo é composto por um vídeo etnográfico. O terceiro capítulo reflete sobre o processo de aprendizagem desses narradores. O quarto capítulo foi dedicado à discussão das redes que são parte dessas trajetórias. E o capítulo cinco debate sobre os projetos de vida desses narradores e suas implicações. Esses narradores contam histórias de seu saber-fazer e de suas andanças, que lhes dão matéria para novas e surpreendentes histórias. Seu desafio pode ser encantar um vizinho, um técnico, um pesquisador, uma pessoa que busca ajuda, que busca aprendizagem ou que simplesmente está de passagem. Esse pertencimento a redes possibilita conhecer novos mundos, que serão tema de novas histórias, que para sua confecção, se utiliza dos materiais disponíveis e acessíveis a cada tipo de narrador. Uma câmera fotográfica ou filmadora, um rótulo de uma pomada, uma habitação, a história de cada planta, de cada animal, cada viagem, cada batalha travada, cada encontro com um universitário, com um técnico, com um mestre. / The research sought to reflect on the art of narrating life, from two stories narrated by settlers and their families, one from Nova Santa Rita and another from Herval, in Rio Grande do Sul. From the perspective of a joint construction of visual narratives, I sought to reflect on the image of the narrator, described by Walter Benjamin (1994), in the present rural context , thinking about the learning process of the know-how to do, of the experiences, the exchanges, the need of storytelling as well as the need of constantly reinvent themselves. The structure of the thesis consists of the introduction, in which the research topic is presented, following that the narrators and the course of the methodological work is given. The second chapter consists of an ethnographic video. The reflection on the learning process of these narrators is on the third chapter. The fourth chapter is devoted to the discussion of the networks that are part of these trajectories. And chapter five debates on the narrators life plans and their implications. These narrators tell stories of their know-how- to- do and of his wanderings, which give them the field for new and amazing stories. The challenge may be, charming a neighbor, a coach, a researcher, a person seeking help, seeking learning or just passing through. This feeling of belonging to networks enable the discovery of new worlds, which are constructed through the materials available to each kind of narrator. A camera or a recorder, an ointment label, a house, the history of every plant, every animal, every trip, every battle fought every encounter with a college student, a technician or with a master.