Thesis (M.Com.)(Informatics)--University of Pretoria, 2006. / Includes summary. Includes bibliographical references.

Thesis (ME--Engineering) -- AUT University, 2008. / Includes bibliographical references. Also held in print (ix, 108 leaves : ill. ; 30 cm. + 1 CD-ROM (4 3/4 in.)) in City Campus Theses Collection (T 004.62 LIU)

Thesis (M.S.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iii, 46 p. Includes abstract. Includes bibliographical references (p. 43-46).

<p> The purpose of this qualitative exploratory case study was to uncover the perceptions of Information Technology Outsourcing (ITO) project leaders and project teams regarding knowledge transfer between client and vendor partners during the opening and closing transition phases of the ITO projects. Purposeful sampling was used to identify ITO knowledge assets, including project team members as well as documents and artifacts, within the participating organizations that may provide information regarding the knowledge transfer processes during the transition phases of the ITO project. The sample criteria were ITO project team members from one US-based client organization and the US company&rsquo;s international vendor partners. The study population included project managers, analyst, developers, subject matter experts (SMEs) and other ITO knowledge workers involved in ITO project from one US-based organization. Interview and document analysis was done with the aid of NVivo Pro 11^&reg; research software. Four themes emerged from the study participants' responses including (a) KT approaches to plans and processes relative to opening and closing phases of ITO projects; (b) KT dependencies relative to IT project team members reliance on project tools, processes, and artifacts; (c) Determinants of KT success or failure relative to project team member's perceptions; and (d) The role of documentation relative to communication and distribution of KT outcomes. This qualitative exploratory case study may provide insights into additional aspects of knowledge transfer during ITO transition phases, which may be used by IT leaders and project teams to plan for successful knowledge transfer during the transition phases of ITO projects.</p><p>

Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2003. / Includes bibliographical references (leaves 74-77). Also available in electronic version. Access restricted to campus users.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Anthony Grajeda. Includes bibliographical references (p. 155-179).

Thesis (M.S. in Electrical Engineering)--Naval Postgraduate School, June 2003. / Thesis advisor(s): Xiaoping Yun, Fotis Papoulias. Includes bibliographical references (p. 81-82). Also available online.

Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002. / Includes bibliographical references (leaves 63-66). Also available in electronic version. Access restricted to campus users.

Orientador: Samuel Rocha de Oliveira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T23:03:12Z (GMT). No. of bitstreams: 1 Sarti_LuisRicardo_M.pdf: 882476 bytes, checksum: 96d15e7218e45de25e7c9415a94bc8da (MD5) Previous issue date: 2014 / Resumo: Essa dissertação apresenta um levantamento sobre a utilização de Tecnologias da Informação e Comunicação (TIC) feito com professores de Física, Química, Biologia e Matemática do Ensino Médio das escolas particulares da cidade de Campinas, São Paulo. Através de um questionário, nosso objetivo foi saber o quanto as TIC e comunicação são usadas em sala de aula, e quais são essas tecnologias. Além disso, pesquisamos se a utilização das TIC melhora, na percepção dos professores, a atenção e a aprendizagem do aluno. Para isso pesquisamos também, o quão fácil é para o professor preparar e aplicar essas tecnologias dentro da sala de aula. Foram entrevistados professores de 39 das 49 escolas particulares encontradas em Campinas, sendo que o corpo docente coincidia em algumas instituições. Foram coletados 140 questionários distribuídos entre as disciplinas. Percebeu-se ao longo da pesquisa que os professores da amostra usam tecnologias, sendo Computador e Datashow os aparatos mais requisitados, assim como imagens e vídeos são as mídias mais utilizadas por eles. Além dos resultados diretos, foram levantadas hipóteses entre gêneros, faixas etárias, tempo de trabalho e entre as disciplinas pesquisadas, mostrando um perfil dos professores que usam ou não as TIC para o ensino / Abstract: This research presents a survey on the use of Information and Communication Technologies (ICT) made with teachers of Physics, Chemistry, Biology and Mathematics Secondary Education in private schools of the city of Campinas, São Paulo. Through a survey, our goal is to know when they are using ICT and communication in the classroom, and what these technologies are. In addition, we researched the use of ICT improves the perception of teachers, attention and student learning. To consider how easy it is for the teacher to prepare and apply these technologies in the classroom. 39 teachers from 49 private schools found in Campinas, and faculty differed in some institutions were interviewed. 140 surveys were collected between disciplines. It was notice during the research that teachers in the sample use technologies, computer and PowerPoint being the most requested hardware, as well as images and videos are the media most used by them. In addition to the direct results, hypotheses gender, age, working time and among the surveyed subjects were raise, showing a profile of teachers who use ICT or not to teach / Mestrado / Ensino de Ciencias e Matematica / Mestre em Multiunidades em Ensino de Ciências e Matemática

The easy accessibility, ubiquity, and plurilingualism of popular SNSs such as Facebook have inspired many scholars and practitioners of second language teaching and learning to integrate networked forms of communication into educational contexts such as language classrooms and study abroad programs (e.g., Blattner & Fiori, 2011; Lamy & Zourou, 2013; Mills, 2011; Reinhardt & Ryu, 2013; Reinhardt & Zander, 2011). At the same time, the complex and dynamic patterns of interaction that emerge in these spaces quickly push back upon standard ways of describing conversational genres and communicative competence (Kern, 2014; Lotherington & Ronda, 2014). Drawing from an ecological interactional analysis (Goffman, 1964, 1981a, 1981b, 1986; Kramsch & Whiteside, 2008) of the Facebook communications of three German-speaking academics whose social and professional lives are largely led in English, the authors consider the kinds of symbolic maneuvers required to participate in the translingual conversational flows of SNS-mediated communication. Based on this analysis, this article argues that texts generated through SNS-mediated communication can provide classroom opportunities for critical, stylistically sensitive reflection on the nature of talk in line with multiliteracies approaches.