A grounded theory analysis was carried out with participants aged 18-25 from around New Zealand, particularly within the Christchurch vicinity, to develop an understanding of the behavioural responses by individuals when they are anonymously communicating online. It was found that detachment from an individual’s identity occurred, creating an impersonal and distant interaction free from the normal social constraints of the offline, real life environment. The study found that technological dehumanisation was evident, which proposes that individuals relinquish linkages to their persona as a means to subconsciously justify behaviours, which are contrary to the norms of society. Repercussions of this dehumanised interaction include reduced external power to manipulate and influence, and emphasises the importance of an individual’s internal power, such as self-efficacy, to control one’s persona such as likeability and expertise as a means to feel personal empowerment. This study helps further the understanding between anonymous behaviours and behavioural power dynamics by identifying a new dimension to the behavioural discrepancies seen online. It also creates a foundation for future works to develop further understanding of both the positive and negative repercussions of anonymous online behaviours, both in a social context and in the workplace.

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Due to a weak industrial base coupled with devastation from the Korean War, South Korea was a latecomer in industrialization, and formal economic development began during the 1960s under heavy state intervention. Within this broader context of industrial development, this research examines the role of state in the development of South Korea’s semiconductor industry. The results show that government support for semiconductors has gradually shifted from full-fledged intervention through both initial technology procurement and commercialization during the 1960s, to a minimal role of developing human capital and promoting private sector investment in R&D at present. But despite the importance of adhering to principles of free trade, the Hynix crisis of 2003 and the recent economic crisis of 2008 demonstrate the continued importance of the government’s role in protecting and promoting strategic industries such as semiconductors. / text

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The Classic Maya site of Piedras Negras is a located at the western edge of El Peten, Guatemala. Beginning in about A.D. 650 the ceramics of Piedras began to undergo a period of rapid and profound changes that culminated in the development of a distinct regional polychrome style distinguished by the use of an elaborate resist and resist-reserve technique with few analogs elsewhere in the Maya Lowlands.At most Classic Maya sites, the development of a regional ceramic style involved the elaboration of known and widely practiced decorative techniques, such as positive painting. At Piedras Negras, Guatemala, however, this development was manifested by the creation of a distinct tradition emphasizing the use of an elaborate true resist technique. Because the development of this style was the result of new technological practices, rather than the elaboration of extant styles, we are allowed a unique perspective on material culture change. Rather than invoking rational, deterministic explanations to account for the transformations visible in the Piedras Negras ceramics, change is framed primarily as a social phenomena whose study requires a uniquely historical, social, and cultural point of view.

While computers and composition researchers are concerned with the theoretical and pedagogical impacts of new technologies in our field, these researchers have only recently begun to consider the ramifications of the growing use of online social networking sites like MySpace and Facebook in academia. This dissertation fills a much-needed space in the field in its consideration of the pedagogical implications of social networking sites. Online social networking sites can provide teachable moments to talk with students about audience, discourse communities, intellectual property, and the tensions between public and private writing. Thus, if writing instructors ignore the growing conversation regarding online social networking sites, they may potentially miss out on familiar and accessible spaces for teaching rhetorical analysis.In this dissertation, through a qualitative analysis of undergraduate students and university writing instructors, I trace common threads in these individuals' attitudes and perceived beliefs about MySpace and Facebook. In chapters 1 and 2 I draw on Michel Foucault's theories of bio-power and confession to raise questions and concerns regarding pedagogical uses and abuses of online social networking sites, focusing specifically on issues of privacy and surveillance. In chapter 3, I outline the methods and methodologies that guided the qualitative portion of my study; the results of this study are reported in chapters 4 (students' views of social networking) and 5 (instructors' views), respectively. In chapter 5, I use technological literacy as a framework to argue that the immense popularity of online social networking sites coupled with the sheer amount of writing produced by students in these sites provides a compelling reason for rhetoric and composition instructors to begin paying attention to online social networking sites. To conclude chapter 5, I provide specific classroom activities that focus on MySpace and Facebook for instructors interested in bringing social networking back to the classroom. These classroom materials can be adapted to multiple classroom settings and can be modified based on a particular instructor's pedagogical needs.

This study investigates how knowledge is created in a small business organization. Knowledge creation refers to organizational learning which results in innovation. The research design was a qualitative, single site case study of three firms in the point of sale industry. Data collection took place during a six month field study and employed multiple methods including participant observations, interviews, document reviews, and field journal entries. The study was informed by a conceptual framework which focused on the importance of both tacit and explicit knowledge forms, multiple modes of knowledge conversion (socialization, externalization, combination, internalization), and a knowledge spiraling process. Six themes emerged from the data. The first theme, "the people are the business" indicated that individuals become a knowledge creating structure that transcends office boundaries. A second theme, "we just spend tons of time talking", emphasized the importance of dialogue and informal communication structures to the sharing of tacit knowledge. A third theme, "there hasn't been a new idea in a million years", illustrated the predominance of incremental rather than radical innovation, the strategy of mimicking concept successes, and the importance of learning with other organizations through strategic alliances. A fourth theme, "you learn from your mistakes", represented the experiential nature of learning within the firm. A fifth theme, "it's one of those crystal ball kind of things" depicted the intuitive nature of personal knowledge and its limitations. Finally, the sixth theme, "a day late and a dollar short" explored how time and money pressures both enhance and hinder knowledge creation within a small business context. By comparing the themes to the conceptual framework the study concluded that small business organizations create knowledge in accordance with the nature of interpersonal interactions as they occur in context. The theoretical knowledge spiral was reconceptualized as a web structure in order to accommodate more diversity of approaches to knowledge creation and the complex nature of innovations.

The theme of work: „The investigation of future technological teacher’s communication capabilities”. Communication as science object is too common, different and unarticulated process. Its manifestation differ depending from proceeding context: number of participant and roles, communication channels and means, space and time, cultural environment, goals and content. Communication – it is intercourse among people, interchange of experience, ideas, outlives; changing of information, it’s enriching using oral and nonverbal sings (signals). Communication is the essential human origin, existence and perfection term, because in the same time it is presenting like assumption of person’s moral maturation, like base of socialisation. Communication – it is one of the main human values, it is what people think to be the most important and valuated it the most. The communication between people is appealing to sings system. The first communication condition for it would be meaningful – know the language. Communication related us with another person, helps to meet the social requirements. At first certain individual relation requirements is meeting, that is belonging to family, group of friends, and so on. Another social demand type – control demand – it is influence on another, feeling power on surrounding. The third social requirement type – is affectionate requirement that is to take care on other and feel care from another. According some authors the communication can be divided... [to full text]

Šiandieną bendrosios programos ir išsilavinimo standartai akcentuoja moksleivių kompetencijų ugdymą. Jose aptariamos asmens kompetencijos - žinių, gebėjimų bei nuostatų visuma, įgalinanti kelti prasmingus tikslus bei jų siekti, mokytis visą gyvenimą, būti aktyviu piliečiu ir dalyvauti visuomenės gyvenime, susirasti tinkamą darbą. Kadangi bendrasis privalomasis ugdymas turi suformuoti asmens kompetencijas, todėl svarbu ne tik žinoti kokios kompetencijos yra būtinos šių dienų augančiam vaikui, bet kokios bendrosios technologinės kompetencijos galėtų būti ugdomos, atsižvelgiant į vis sparčiau tobulėjančią visuomenę. Atlikto tyrimo metu tirtos 5 ir 10 klasių moksleivių bendrosios technologinės kompetencijos. Išanalizavus mokslinę, metodinę literatūrą atskleista kompetencijų samprata. Tyrimui atlikti buvo sudarytas bendrųjų technologinių kompetencijų modelis remiantis bendrosiomis programomis ir išsilavinimo standartais Atliktoje anketinėje apklausoje dalyvavo 314 moksleivių: 205 penktokai ir 107 dešimtokai, 2 moksleiviai nenurodė kurioje klasėje mokosi. Apibendrinant atliktą literatūros analizę galima teigti, kad mokslininkai atskleisdami kompetencijų sąvoką, dažniausiai remiasi profesinėmis kompetencijomis. Šiuolaikinių edukologų darbuose kompetencija nusakoma kaip tam tikrų asmenybės nuostatų, gebėjimų, žinių, veiklos ir teisės tam tikrai veiklai atlikti visuma. Remiantis bendrosiomis programomis ir išsilavinimo standartais bendrosios technologinės kompetencijos traktuojamos... [toliau žr. visą tekstą] / Today general programmes and education standards put emphasis on the development on pupils’ competence. They discuss person’s competence – a unity of knowledge, skills and attitudes enabling pupils set sensible goals and pursue them, study throughout their lives, be active citizens and participate in the social life, and find an appropriate job. Since general compulsory education is intended to form personal competence, it is important to know not only what kind of competence is necessary for a growing child of today but also what kind of the general technological competence could be developed taking into account the fast advancing society. During the research there was investigated the technological competence of 5th and 10th grade schoolchildren. Analysis of scientific methodological literature revealed the notion of competence. In order to conduct the research, there was designed a general technological competence model based on general programmes and education standards. A survey in form of questionnaires involved 314 schoolchildren: 205 5th grade pupils and 107 10th grade pupils. The results of the literature analysis allow concluding that scientists usually rely on the professional competence when assessing for the notion of competence. In works of present day educologists, competence is presented as a unity of certain personal attitudes, skills, knowledge, activity and the rights for such activity. Relying on general programmes and education standards, the general... [to full text]

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