Littérature scientifique sur le sujet « Globalization of sciences et knowledge »
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Articles de revues sur le sujet "Globalization of sciences et knowledge"
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Mohan, Brij. « New internationalism ». International Social Work 48, no 3 (mai 2005) : 241–50. http://dx.doi.org/10.1177/0020872805051702.
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English Globalization and its many faces have essentially changed the content and character of inter- and intra-societal relationships. A new kind of social work will have to embrace universalization of values, knowledge and skills that promote inclusive world citizenship and global coexistence. French La mondialisation et ses multiples visages ont essentiellement changé le contenu et le caractère des relations inter- et intra-sociétales. Une nouvelle forme de travail social devra se fonder sur des valeurs, des connaissances et des habiletés universelles qui mettent de l'avant des notions de citoyenneté mondiale inclusive et de coexistence globale. Spanish La globalización y sus muchas facetas han cambiado esencialmente el contenido y el carácter de las relaciones inter e intrasociales. Un nuevo tipo de trabajo social tendrá que abrazar la universalización de los valores, el conocimiento y las destrezas que promuevan una ciudadanía mundial y una coexistencia global inclusivas.
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Wei, M. S., Y. J. Zhang, G. F. Li, J. Ma et M. Li. « First Report of Hosta virus X Infecting Hosta Plants in China ». Plant Disease 97, no 3 (mars 2013) : 429. http://dx.doi.org/10.1094/pdis-09-12-0810-pdn.
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Hosta (Hosta spp.) plants showing leaf deformation, puckering, and ink-bleed symptoms were collected in July 2012 from a park at Dongcheng district, Beijing, China. Three out of six samples tested positive for Hosta virus X (HVX) by immunostrip and double-antibody sandwich (DAS)-ELISA with HVX-specific serological reagents from Agdia Inc. (Elkhart, IN, USA). Filamentous viral particles were trapped and observed from the infected hosta leaf sap by immuno-serological electron microscopy (ISEM) (antibodies from Agdia). To confirm HVX infection, three ELISA-positive samples were analyzed by reverse transcription-PCR assay, using virus-specific primers HVXf (5′-ATCCGTTATCTACAGGGGACCAG-3′) and HVXr (5′-TAAGTTAGTGGAACGGTTAGCCCGAT-3′) that amplified a 1,067-bp fragment including the coat protein (CP) coding region. The CP nucleotide sequence comparisons showed 99% to 100% homology among the three isolates named HVXBJ4, HVXBJ5, and HVXBJ6 (GenBank Accession No. JX535292, JX535293, and JX535294) and with the HVX sequences previously reported in GenBank. HVX has been reported from the United States, Korea, the Netherlands, Poland, France, the Czech Republic, and New Zealand (1,2). To our knowledge, this is the first report of HVX infecting hosta plants in China. As an ornamental and medicinal plant, hosta has been cultivated in China for more than 2,000 years. The presence of HVX in Beijing is a potential threat to the landscape in the city. HVX can be spread by vegetative propagation material or mechanical contact (3). Hence, to cultivate HVX-free hosta and restrict the movement of HVX-infected hosta is vitally important in the future. HVX has become economically important in the world more recently. Globalization of trade in hosta plants has increased the risk of movement of HVX. The national plant protection organization should establish effective quarantine strategy and the growers take proper planting measures to avoid further spreading of this virus. References: (1) S. Currier et al. Plant Dis. 80:1040, 1996. (2) M. H. Park et al. Arch. Virol. 148:2039, 2003. (3) K. H. Ryu et al. Acta Hortic. 722:91, 2006.
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Zykiene, Ineta, Aistė Leskauskienė, Ieva Mičiulienė et Rasa Daugėlienė. « Driving Growth and Innovation : Exploring Foreign Direct Investment in the Manufacturing Sector (The Case of Lithuania) ». European Integration Studies 1, no 17 (15 septembre 2023) : 124–40. http://dx.doi.org/10.5755/j01.eis.1.17.34264.
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Recent geo-economic transformations have led to new challenges for countries in their economic development. The evolving global landscape has emphasized regional competitiveness and attractiveness in terms of capital, labor force, and information. Scholars widely agree that countries receiving foreign direct investment (FDI) gain new knowledge, management skills, and advanced production techniques, leading to increased competitiveness and economic growth (Bayar, et. al., 2020). Changing conditions have also influenced investors’ behavior. Globalization and digitalization have shaped international economic relations, focusing not only on resource acquisition, but also on leveraging human capital, knowledge, institutional structures, and networking for firm efficiency. This shift is reflected in changing investors’ preferences: the importance of natural resources, cheap labor, and the size of the national market has decreased, with greater attention given to service- and technology intensive manufacturing markets (Sadeghi, et. al., 2020).
The aim of this study is to identify the factors that determine the attraction of foreign direct investment in the Lithuanian manufacturing sector and assess their impact. To accomplish this objective, several main tasks were formulated:
1) Highlight the necessity for assessing FDI attraction in the manufacturing sector.
2) Identify the factors that influence the attraction of foreign direct investment in the manufacturing sector.
3) Provide empirical evidence of the impact of these factors.
The article is structured as follows: Firstly, a review of the scientific literature was conducted to address the research problem, which is the lack of literature on foreign direct investment at the sectoral level. Based on this literature analysis, the factors influencing investment attractiveness at the regional and sectoral levels were identified and compared. Additionally, the factors that determine the attractiveness of the manufacturing sector for investment were also identified.
In the second part of the study, a research methodology was developed to assess the impact of these factors on foreign direct investment in the Lithuanian manufacturing sector. The results of the third part of the study indicated that although the Granger causality test did not reveal any causal relationship between FDI in Lithuanian manufacturing and variables such as exports, imports, gross domestic product, the number of educated individuals, government gross debt, government R&D expenditure in manufacturing, the number of FDI enterprises in manufacturing, the wage index, and labor productivity, the correlation analysis demonstrated that exports, gross domestic product, and labor productivity have a significant influence on attracting FDI to the industrial sector. These macroeconomic indicators were statistically significant both in the short term and in the long run.
Empirical findings indicated that labor productivity has the greatest impact on the attractiveness of foreign direct investment in the Lithuanian manufacturing sector, both in the short and long term. To maintain the viability and promote the development of the manufacturing industry, Lithuania should focus on the factors that affect labor productivity in this sector.
Keywords: investment attractiveness, foreign direct investment, manufacturing sector, sectoral determinants of investment.
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Triegaardt, Jean D. « Globalization ». International Social Work 51, no 4 (juillet 2008) : 480–92. http://dx.doi.org/10.1177/0020872808090241.
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English Globalization is affecting South Africa's sense of national identity and social policies. In spite of increasing social expenditure, poverty and unemployment continue at a high rate. Social work's response to poverty and unemployment is examined and it is suggested that a multiplicity of responses and interventions are required in the context of globalization. French La mondialisation affecte l'identité nationale et les politiques sociales d'Afrique du Sud. En dépit d'une dépense sociale croissante la pauv reté et le chômage se maintiennent à des taux élevés. La réponse du travail social à la pauvreté et au chômage est examinée et il est suggéré qu'une multiplicité de réponses et d'interventions soit requise dans le contexte de la mondialisation. Spanish La globalización afecta la identidad nacional de Sudáfrica y sus políticas sociales. A pesar de un gasto social creciente, la pobreza y el desempleo continúan en una proporción alta. Se examina la respuesta del trabajo social a la pobreza y al desempleo, y se sugiere que en el contexto de la globalización, hace falta una multiplicidad de respuestas.
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Brewer, Elizabeth, et Michael Monahan. « Introduction ». Frontiers : The Interdisciplinary Journal of Study Abroad 20, no 1 (15 mars 2011) : xiii—xvi. http://dx.doi.org/10.36366/frontiers.v20i1.285.
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Cities have been magnets for a wide diversity of talent and have captured the human imagination as centers of intellectual and cultural achievement since humans began to live together. To learn from the city means to engage with its assets and riches, but also with its pressing problems, contradictions, and paradoxes. It also means to reflect upon urban settings as places where civilizations often meet and define themselves, and where populations and infrastructure change over time, sometimes slowly, but in other cases, rapidly.
Precisely because they are multi-layered, multi-dimensional, complex and challenging, cities offer rich opportunities for study abroad students to learn, no matter their disciplinary interests. The environmental issues and public health concerns manifested in cities, for example, offer many opportunities for disciplinary and interdisciplinary inquiry in the sciences, social sciences, as well as in the humanities, if to a lesser degree. The social fabric of cities, as well as their social inequities and other problems, can appeal to students in the social sciences, while the many varieties of cultural expression, both “high” and “low”, found it cities invite both exploration and creation. Cities’ many layers of history, their locations in particular geographical locales, their changing infrastructure and transitions in population, all can teach students to ask about how places (urban and non-urban) came to be what they are today, and how they might be in the future. Investigations of the city also allow students to think about who they are in relationship to others, what their relationship is to places, and which roles they will play in determining the future of the cities and other places they will call home in the future. In short, the cities where students study abroad can serve as laboratories for learning, rather than simply temporary residences or arenas for taking pleasure. The contributors to this volume are doing just this kind of work: asking how and why cities are appropriate venues for study abroad, and experimenting with ways to allow cities to become arenas for learning.
The role of cities as sites for learning is not, of course, new. It was in Classical Athens (480–336 BCC), for example, that Western conceptions of philosophy, history, drama, and education emerged. Without the city, it would be hard to imagine the intellectual development and the enduring educational legacy of Socrates (e.g.dialectical reasoning, learning through persistent questioning and analysis, intellectual self-discipline, autonomous thinking, self-examination, self-criticism, high standards of moral conduct, intellectual honesty, and life-long learning). Cities in the Middle Ages (400–1400) hosted universities, where learning was considered sacred, not merely practical. Thus, Timbuktu became a vibrant center of learning, with libraries that rivaled anything in Christian Europe and the highest literacy rate in Africa. A quantum leap in cultural evolution, commercial vitality, technical innovation and new consciousness of humans at the center of the action took place over a two hundred year period beginning around 1450. This would have been unthinkable without great Renaissance cities such as Florence and Venice. Indeed, for the nature of learning, arguably the farthest-reaching long-term consequence of the Renaissance was the development of the scientific method, a truly intellectual and conceptual revolution that made human beings think differently about the world and themselves. Similarly, many of the great intellectual and practical breakthroughs of the Scientific Revolution (1500–1700) are nearly unthinkable without the city. Emerging from the intellectual cauldron of the city were, among others, the great minds of Copernicus, Tycho Brahe, Kepler, Newton, Descartes, Galileo, and Bacon. The goal of education, if we follow Bacon, is knowledge in the service of improving the human condition. This continues to this day to be a goal of many study abroad students. Finally, the intellectual achievements that characterize the Enlightenment (1700–1800): secularism, cosmopolitanism, skepticism, security for the individual through the rule of law, personal freedom and autonomy, deep respect for human dignity, and intellectual and scientific inquiry are based in the interactions with others that are essential components of urban life.
The articles in this volume offer their own contemporary examples of study abroad and the city, considered through an impressive range of approaches.The articles provide a balance between different theoretical and pedagogical approaches to the topic.
Theoretical perspectives on the cities are central to a number of discussions in the volume. Lance Kenny, in “First City, Anti-City: Cain, Heterotopia, and Study Abroad,” argues that the time has come to underpin the practice of study abroad with theoretical perspectives. As an example, he suggests that the work of theorists such as Foucault (heterotopias) and Virilio (the anti-city) can provide study abroad students with the analytical tools to “know” the city. Rodriguez and Rink use Walter Benjamin’s notion of the flâneur to incorporate technology as a way for students to engage with the city. Benjamin’s writing on the flâneur is also introduced to students studying abroad in Athens by Augeri et al., who also draw on Dubord’s derive and psychogeography to provide students with frameworks for understanding urban realities and their reactions to them. Augeri et al. turn to de Certeau’s work on walking as rhetorical practice, while Patrick McGuire and James Spates demonstrate how the urban sociologist Jane Jacobs’ work helps students understand cities as shaped by culture and the residents who live in them.
To discuss the impacts of globalization on cities, Gristwood and Woolf draw on theoretical writings about the city (Raban), fiction and poetry (Kurieshi, Brecht, Eliot, Ackroyd, Zephaniah), writers writing about writing (Sandhu and Upstone, for example), perspectives from geography (Halbert and Rutherford, Massey, Wills et al.) and sociology (Castells, Jacobs, Sassen), and government statistics. Milla Cozart Riggio, Lisa Sapolis, and Xianming Chen also look at how globalization is transforming cities and discuss how their home city, Hartford, is used as the starting point for students’ engagement with cities and globalization.
Other articles focus on pedagogical approaches to assisting American students abroad engage with their study abroad cities. Scott Blair points out that American students frequently have never learned to read a map, and delineates how mapping can be employed as a tool for analysis, as well as for fostering intercultural learning and tolerance for diversity and.engaged experiential learning. Mieka Ritsema, Barbara Knecht, and Kenneth Kruckemeyer also point to mapping as a useful tool for engaging students with cities encountered during study abroad. Thomas Ricks offers strategies for understanding Jerusalem’s multi-layered history through its contemporary reality. Evidence for the power of experiential learning in study abroad cities is offered by Thomas Wagenknecht. Wagenknecht’s interviews with educators in Germany, however, find that experiential learning has not yet earned the status of “academic” learning, and calls for more evidence about its outcomes.
Finally, two articles discuss the impact of engaging home-campus faculty themselves as learners in cities abroad. Anne Ellen Geller, discussing a faculty writing institute, shows how engagement with daily life in contemporary Rome helps faculty understand and value the study abroad experience. Elizabeth Brewer discusses Beloit College’s faculty members’ experimentation with mapping, walking, and ethnographic research methods, including participant-observation.
It has been humbling and enriching to read the rich work being undertaken on the city and study abroad and to work with the authors who contributed to this volume. It is hoped that the examples and discussions offered in this volume not only will be productive in themselves for readers, but also will generate new discussion, ideas, and practices.
Elizabeth Brewer
Beloit College
Michael Monahan
Macalester College
Brethren Colleges Abroad
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Machado, Andreia, Araci Hack et Maria José Sousa. « Globalization : Intersection Between Communication, Innovation and Knowledge ». JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no 4 (2019) : 22–27. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.44.3003.
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Advances in technological possibilities have made communication present in different media and spaces. By enabling interaction between different countries, by becoming a facilitator between knowledge and innovation in the globalized world, it has opened frontiers by providing innovations in various sectors of the knowledge society. In this sense, the objective in this article is to map the intersection of communication, innovation and knowledge in the globalized world. To that end, the methodology used in the research was the systematic search of literature that pointed out that the intersection is motivated by the use of innovative technologies in the process of knowledge sharing, and studies are still scarce in this area. It is possible to perceive, further, that this intersection is branched out, through Social Sciences, Business, Management and Accounting, Computer Science, Medicine, Engineering, Decision Sciences, Nursing, Arts and Humanities, Economics, Econometrics and Finance, Psychology, aligned Health Professions, Agricultural and Biological Sciences, Biochemistry, Genetics and Molecular Biology, Energy, Environmental Science, Mathematics, Materials Science, Multidisciplinary, Neuroscience, Pharmacology, Toxicology and Pharmaceutical and Veterinary.
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Sovacool, Benjamin K. « Erasing Knowledge : The Discursive Structure of Globalization ». Social Epistemology 24, no 1 (janvier 2010) : 15–28. http://dx.doi.org/10.1080/02691721003632792.
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Kalekin-Fishman, Devorah. « Sweeping Proclamations and Local Nitty-Gritty : Knowledge and Social Problems ». Asian Journal of Social Science 34, no 3 (2006) : 520–35. http://dx.doi.org/10.1163/156853106778048623.
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AbstractThe paper argues that sweeping proclamations about the effects of globalization relate to a world which is antithetic to that of real people. While, for example, politicians strive to meet what they 'know' to be the demands of socio-economic globalization; people contending with the problems such policies raise, deploy a repertoire of local knowledge and concomitant practices. Their knowledge combines traditional lore and lessons learned over a lifetime from dealings in ordinary local contexts. With the help of theorizations of globalization and of everyday life, it is possible to show how local knowledge interacts with the global, and to touch on indicators which are potentially decisive for the differential evolution of the 'glocal'.
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Mandaville, Peter. « Globalization and the Politics of Religious Knowledge ». Theory, Culture & ; Society 24, no 2 (mars 2007) : 101–15. http://dx.doi.org/10.1177/0263276407074998.
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Canbey Ozguler, Verda. « Globalization and Youth employment ». QUADERNI DI ECONOMIA DEL LAVORO, no 97 (juin 2012) : 39–58. http://dx.doi.org/10.3280/qua2012-097003.
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The human resources that a country possesses maintain its importance within the production process, and in fact, in today's knowledge-based economy, human capital accumulation has become an even more important factor than in the past. Human capital has become the cornerstone of knowledge-intensive societies. Measured in terms of education at the national level, human capital also provides an impetus to economic growth. By employing qualified, highly educated manpower, knowledge-intensive technology companies of our day obtain an important competitive advantage (Madsen et al., 2003: 427). In this sense, in gaining qualifications such as digital literacy, creative thinking, effective communications and high productivity, young people have a greater advantage. Thus, in terms of countries with a young population, raising the young people in accordance with the necessities of our era and employing them within the production process according to their mentioned qualifications beyond necessity is seen as compulsory. Should this not take place, this young and dynamic population group will inevitably become the group that is most heavily burdened with all of the negative impacts of unemployment. For this reason, all countries that have grasped the importance of this matter have initiated youth employment policies. The basis of these policies rests in a series of interrelated policy applications such as lifelong training -centred f lexible t raining s ystems, in ternship a nd c areer consulting applications within the framework of institutional arrangements regarding transition from school to working life and legal arrangements. In this study, the place of youth in the labour market and employment issues is examined within the context of the globalisation process with examples from different countries. Additionally, policies that need to be developed during this process are mentioned and supported with concrete practical examples for developing recommendations, as well as considering the subject from other perspectives
Thèses sur le sujet "Globalization of sciences et knowledge"
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Choi, Ji Min. « Le déplacement de la psychanalyse en Corée du Sud ». Electronic Thesis or Diss., Paris, EHESS, 2025. http://www.theses.fr/2025EHES0003.
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La place de l'Asie de l'Est, incluant la Corée du Sud, varie lorsque l'on adopte une perspective d'analyse transnationale. Les travaux francophones et anglophones en sciences sociales consacrés à la psychanalyse semblent restreindre leur périmètre géographique à l'Europe et à l'Amérique du Nord. Bien que les psychanalystes anglophones se soient fortement emparés, depuis les années 1990, de la question de la supposée mondialisation de la psychanalyse, ils tendent à réduire les espaces extra-occidentaux à de simples preuves tangibles permettant de revendiquer l'universalité de l'inconscient freudien. Cette thèse vise à s'écarter de cette double impasse en adoptant une perspective d'histoire des sciences. En mettant au premier plan les enjeux de circulation au croisement de l'histoire de la Corée du Sud et de celle de la psychanalyse, ce travail cherche à inscrire la psychanalyse dans un contexte historique sud-coréen. Pour ce faire, nous nous proposons de nous appuyer sur une notion peu usuelle, celle du déplacement. Nous tâcherons d'abord d’identifier les principales passerelles de médiation des sciences psychiques occidentales, respectivement durant la période coloniale (1910-1945) sous influence japonaise, puis en Corée du Sud sous l'égide américaine (1945-1980). Ensuite, nous tenterons d’étudier les places les plus visibles de la psychanalyse dans divers domaines intellectuel, social et culturel. En nous concentrant sur la généalogie historique du terme chŏngsinbunsŏk – translittération coréenne de « Psycho-analyse » –, nous interrogerons sa dénomination et son identité disciplinaire dans la conjoncture sud-coréenne. La double traduction du préfixe « psycho- » par « chŏngsin (精神) » et « simni (心理) », héritée de la période coloniale japonaise et influencée par la psychiatrie psychanalytique américaine, a abouti à une configuration particulière du terme « psychanalyse » en Corée du Sud. Enfin, nous déplacerons notre focale sur l’histoire du mouvement freudien sud-coréen, en particulier l’Association Psychanalytique de Corée (APC), fondée en 1980 à Séoul. À travers la rupture brutale survenue en 2022 entre l’APC et l’International Psychoanalytical Association (IPA) au sujet de l'acceptation ou non des psychologues dans la formation psychanalytique, nous mettrons en lumière l'idiosyncrasie de l’organisation des sciences psychiques en Corée du SudThe place of East Asia, including South Korea, shifts when one adopts a transnational perspective of analysis. Francophone and Anglophone research in social sciences devoted to psychoanalysis seem to limit their geographical scope to Europe and North America. Although Anglophone psychoanalysts have intensely engaged, since the 1990s, with the question of the supposed globalization of psychoanalysis, they tend to reduce non-Western regions to mere tangible evidence used to claim the universality of the Freudian unconscious. This thesis aims to move away from this double impasse by adopting a history of science perspective. By foregrounding issues of circulation at the intersection of the history of South Korea and that of psychoanalysis, this work seeks to situate psychoanalysis within a South Korean historical context. To this end, we propose to draw on a relatively uncommon concept, that of displacement. We will begin by exploring the primary avenues through which Western psychic sciences were mediated, first during the colonial period (1910-1945) under Japanese influence, and subsequently in South Korea under American supervision (1945-1980). We will then seek to identify the most prominent domains where psychoanalysis has made its mark, whether in intellectual, social, or cultural spheres. By focusing on the historical genealogy of the term chŏngsinbunsŏk — the Korean transliteration of “Psycho-analysis” — we will examine its nomenclature and disciplinary identity within the South Korean context.The dual translation of the prefix "psycho-" as “chŏngsin (精神)” and “simni (心理)”, stemming from the Japanese colonial period and shaped by American psychoanalytic psychiatry, has resulted in a distinctive configuration of the term "psychoanalysis" in South Korea. Lastly, we will shift our focus to the history of the South Korean Freudian movement, particularly the founding of the Korean Psychoanalytic Association (APC) in 1980 in Seoul. Through the abrupt rupture in 2022 between the APC and the International Psychoanalytical Association (IPA) regarding the acceptation of psychologists in psychoanalytic training, we will highlight the unique characteristics of the organization of psychic sciences in South Korea
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Orman, Aaron, et Marko Tukic. « Attitudes towards External Knowledge Sourcing & ; Knowledge-Oriented Leadership ». Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22625.
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External knowledge sourcing is not only an integral practice within knowledge management, its successful facilitation through leadership has a pressing importance for companies in order to stay innovative and thus competitive in an economic environment, shaped by the dominant and continuous influence of globalization and the increasingly fast pace of technological innovation. Hereby, only limited research has been conducted in the relation between knowledge-oriented leadership, knowledge management, and innovation.This thesis is contextualized in the scientific discourse which concerns itself with the role of individual attitudes towards external knowledge sourcing, as well as the facilitating role of leadership towards changing individual attitudes. This thesis is, furthermore, also contextualized within the concepts of open innovation and absorptive capacity, which, respectively, are consequences of the spatial effects of globalization and the temporal effects of the fast pace of technological innovation.Research Question: Facing the challenges of globalization and the fast-changing pace of technology, what patterns between employee’s attitudes towards external knowledge acquisition and employee’s perceived leadership behaviors can be observed within tech companies in Sweden?In order to answer the proposed research question, we conducted a qualitative research including nine semi-structured interviews with employees with a technical background in tech companies in Sweden, ranging from small to large companies and with local to multinational operations.Our main findings represent a generally positive attitude towards external knowledge sourcing within our research scope, which relates with high levels of transformational leadership. Still, we were not able to explore the existence of knowledge-oriented leadership.This thesis contributes to the body of knowledge management, innovation, and leadership research, as it provides a first look into previously identified research gaps, namely the impact of knowledge-oriented leadership and knowledge management on open innovation (Naqshbandi & Jasimuddin, 2018) and the missing connection of the three separate bodies: leadership, knowledge management, and innovation (Donate & de Pablo, 2015)
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Saeednia, Shahrokh. « Zero Useful Knowledge Interactive Proofs of Similarity ». Doctoral thesis, Universite Libre de Bruxelles, 1995. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212539.
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Chamberland, Jacques. « Nietzsche et les sciences sociales ». Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61850.
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Bullard, Deanna Barcelona. « Academic Capitalism in the Social Sciences : Faculty Responses to the Entrepreneurial University ». [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001887.
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Rooman, Marianne. « From amino acid sequences to folded proteins : knowledge-based structure predictions ». Doctoral thesis, Universite Libre de Bruxelles, 1996. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212359.
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Christiani, Shaun. « Erratic Subject Didactics : a Study of Conditions Antecedent to Secondary Education Reform and Their Effects on Social Science Didactics ». Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20694.
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This paper studies how changing political, economic, and social conditions in and related to Sweden affected its secondary education policy and the role that social science didactics plays. By analyzing Swedish secondary school curricula, the related social science syllabus, education act, and corresponding organizational documents, the causes for, and context of education reform become clear. The school’s purpose is to impart general abilities and knowledge that all persons will require to function in society and maintain democracy, equality, and international solidarity. Additionally, the school is found to conform to the same template, values, and norms as the economic and political aspects of globalization and modern democratic society. The school subject that wholely addresses general knowledge, civil abilities, and democratic values is found to be social science. Engaging social issues as a didactical tool, social science teaching imparts in students democratic values and the civil abilities to participate in society. Through the quality assurance of evaluations, knowledge requirements emerged as a policy for providing students with the opportunity to learn at one’s capacity. By meeting its knowledge requirements, social science produces students who are stewards of democratic values that, by participating in the community, contribute to social development in every venture during life after school.
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Vieira, Jordao Jorge Manuel. « Le knowledge-based view à l'épreuve des faits : l'interaction entre le knowledge et le knowing et son impact sur la gestion de la connaissance : cas d'expérimentation dans le secteur de services informatiques ». Phd thesis, Conservatoire national des arts et metiers - CNAM, 2010. http://tel.archives-ouvertes.fr/tel-00923000.
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D'après sa déjà longue carrière professionnelle, l'auteur s'interrogea sur le sens du management de la connaissance dans les entreprises de services informatiques où on avait traditionnellement tendance à appréhender les connaissances plutôt comme des objets au lieu de les penser en termes de processus. Au travers de trois expériences successives de recherche-intervention - à la tête d'une software house, orientant un éditeur de logiciel ou dirigeant un centre de services partagés - l'auteur a démontré qu'en privilégiant le knowing sur le knowledge, ainsi que son articulation avec les processus stratégiques et organisationnels, il est possible de donner un contenu au KBV (Knowledge-Based View) dans le secteur des sociétés de services informatiques.En effet, la première de ces expériences montrait qu'en articulant la stratégie et les processus organisationnels d'Eurociber de façon adéquate le partage de la connaissance contribuait pour un vrai contenu du KBV tandis que lors de la deuxième expérience - chez I2S - ce contenu se concrétisait par la coproduction en étroite interaction avec les clients. Finalement, au CA Serviços on a reconnu l'importance de la création de connaissance comme un outil pour le changement stratégique étant donné le besoin fondamental de générer des connaissances sur les interfaces requises par le développement d'une nouvelle vision partagée.
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Randriamihaingo, Lala Herizo. « "Coopération et décentralisation à Madagascar : Etats, organisations internationales et transnationalité" ». Phd thesis, Université de Pau et des Pays de l'Adour, 2011. http://tel.archives-ouvertes.fr/tel-00669240.
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Madagascar, indépendant en 1960, est une République à qui manque cruellement de moyens financiers et humains. Cette situation l'a rendue dépendant des contextes géopolitiques mondiaux et des alliances qui en ont découlé. L'évolution de la Grande île reflète les grands bouleversements qui se sont déroulés dans le monde : la période néocoloniale, la période de la guerre froide, celle des ajustements structurels dans les années 1980 et enfin le monde multipolaire qui a débuté dans les années 1990. Un des grands défis échec des modèles de coopération successifs furent, le développement local, régional au bénéfice et avec l'implication des sociétés. Pour comprendre cette situation, la recherche d'une part restitue les divers environnements internationaux et nationaux et leurs responsabilités, d'autre part retrace les actions de la coopération au niveau des différentes collectivités territoriales malgaches entre 1993 et 2005. S'il en résulte une répartition assez homogène des activités de la coopération multi et bilatérale sur le territoire national avec des champs et des zones d'intervention spécifiques pour chaque coopération, la recherche de cet équilibre spatial est difficile malgré les efforts favorisant les démarches participatives impliquant la population, compte tenu de l'instabilité politique depuis l'avènement de la Troisième République. Cette situation met en évidence de nouveaux acteurs, une coopération transnationale, ONG et coopération décentralisée, qui concerne surtout le niveau local avec des actions traitant prioritairement des questions sociales et de l'urgence humanitaire, à travers des programmes à court terme. Actuellement, c'est la seule coopération qui est vraiment effective à cause des évènements politiques qui secouent Madagascar. Restent les inconnus au sujet des nouvelles formes de coopération sous-régionale, commerciales avec les Pays émergents qui ne sont aujourd'hui que des acteurs secondaires mais dont les perspectives de développement sont immenses.
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Crastes, Clément. « Les enseignants du supérieur et l'écoulement interne d'un fluide : modélisation et contextualisation dans différentes disciplines et filières de formation en France et aux Etats-Unis ». Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS401.
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Réseau d'eau, circulation sanguine, montée de la sève, sont quelques-uns des phénomènes dont la compréhension repose sur celle du mouvement des fluides. Notre travail porte sur l’enseignement de l’écoulement interne d’un fluide au niveau du premier cycle de l’enseignement supérieur. Inscrit dans le champ de recherche de la NOS (Nature of Science) et ayant pour thème la modélisation, notre travail est centré sur les enseignants. Nous explorons une des dimensions introduites pour caractériser leurs pratiques dans le cadre des PCK (Pedagogical Content Knowledge), celle relative au savoir enseigné, notamment aux stratégies d’enseignement adoptées. Nous analysons la structure des modèles introduits et les contextes empiriques retenus, le recours à l’expérimental proposé et les démarches de modélisation mises en œuvre. Nous étudions également les contextes pédagogiques mobilisés, en particulier le recours à l’histoire des sciences, et l’influence éventuelle de la discipline d’enseignement et de la filière de formation. Réalisé selon une méthodologie mixte, combinant analyse qualitative et semi-quantitative, notre travail est exploratoire. Nous avons conduit 39 entretiens semi-directifs d’enseignants de deux disciplines (physique, biologie) travaillant au sein de différentes filières de formation post-baccalauréat (généraliste-ingénierie, technique, biologie-médecine) de deux pays (France et Etats-Unis). Nous avons sélectionné les 23 entretiens les plus riches et en avons réalisé une analyse de contenu thématique à l’aide d’une grille multidimensionnelle que nous avons préalablement élaborée et affinée. Nous avons cherché à dégager les dimensions institutionnelle et individuelle des pratiques en examinant les ressemblances et différences se manifestant au sein des différents groupes de population. Nous mettons en évidence une homogénéité de la population « médecine-Biologie » et une hétérogénéité de la population « généraliste-physique » en termes de pratiques de modélisation et de contextualisation et ce indépendamment du pays d'exercice de l'enseignant. Nous avons utilisé des questions et des situations non prototypiques afin d’étudier l’expertise des enseignants. Nous mettons en évidence également une faible présence du recours à l'expérimental et à l'histoire des sciencesWater network, blood circulation, sap flow in a tree are three phenomena studied in different disciplinary fields but all linked with an internal fluid flow. Our work deals with the teaching of such phenomena in undergraduate courses at the university level. Our work is situated within the Nature of Science (NOS) research field and deals with modeling and teachers. We use Pedagogical Content Knowledge (PCK) as our theoretical framework in order to explore the knowledge teachers teach, particularly the strategies dimension. We analyze the structure of the models they introduce, and the empirical contexts and the modeling processes they propose. We also study the pedagogical contexts, especially the use of the history of science and the potential influence of the types of discipline and of training course on the practices. We use a methodology mixing qualitative and semi-quantitative analysis in this exploratory. We made 39 semi-structured interviews of Physics and biology teachers working in different training courses (generalist-engineering physics, technical physics and bio-medical) from 2 countries (France and the USA). We selected the 23 most structured interviews and we analyzed their responses using a grid that we created and refined. We tried to identify the institutional and personal dimensions of the teachers’ way of teaching by examining the similarities and differences among teachers’ families. We show that the ‘Biomedical’ family is homogene in terms of modeling and contextualizing contrary to the ‘generalist-engineering physics’ family and reveal no difference according to the country. We also show that authentic experiments and history of science are rarely introduced in teaching. Questioning teachers about unusual situations helped us to study their expertise
Livres sur le sujet "Globalization of sciences et knowledge"
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Bernadette, Bensaude-Vincent, et Bernardi Bruno, dir. Rousseau et les sciences. Paris : L'Harmattan, 2003.
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Marcel, Paul-Cavallier, dir. Sciences et frontières : Délimitations du savoir, objets et passages. Cortil-Wodon : Editions modulaires européennes, 2007.
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Stevens, Hélène, et Pierre Bourdieu. Bourdieu et les sciences sociales : Réceptions et usages. Paris : Dispute, 2015.
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Journées Paul Valéry (5th 2016 Musée Paul Valéry). Paul Valéry et les sciences. Saint-Clément-de-Rivière] : Fata Morgana, 2017.
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Lévi-Strauss, Laurent, et Gwenaëlle Lieppe. Penser global : Internationalisation et globalisation des sciences humaines et sociales. [Paris] : Maison des sciences de l'homme, 2015.
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(France), École normale supérieure, dir. Husserl : Phénoménologie et fondements des sciences. Paris : Hermann, 2019.
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Meeting, Codesria General Assembly. Globalization and social sciences in Africa = : Globalisation et sciences sociales en Afrique. [Dakar, Senegal] : Codesria, 1998.
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Isaye, Gaston. L' affirmation de l'être et les sciences positives. Paris : Lethielleux, 1987.
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Grignon, Claude, et Claude Kordon. Sciences de l'homme et sciences de la nature : Essais d'épistémologie comparée. Paris : Maison des sciences de l'homme, 2009.
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Chiquet, Laurent. Montesquieu : Médecine et sciences au service des lois. Paris : Glyphe & Biotem, 1999.
Trouver le texte intégralChapitres de livres sur le sujet "Globalization of sciences et knowledge"
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Jost, Jürgen, et Guillermo Restrepo. « Modelling the Evolution of Chemical Knowledge ». Dans Wissenschaft und Philosophie – Science and Philosophy – Sciences et Philosophie, 23–33. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10094-9_2.
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Jost, Jürgen, et Guillermo Restrepo. « Evolution of the Constitutive Systems of Chemical Knowledge ». Dans Wissenschaft und Philosophie – Science and Philosophy – Sciences et Philosophie, 35–46. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10094-9_3.
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Townsend, Scott, et Maria Patsarika. « Rethinking Cultural Probes in Community Research and Design as Ethnographic Practice ». Dans Frontiers in Sociology and Social Research, 37–57. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11756-5_3.
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AbstractUnderstanding social practices as they co-evolve between researcher-community is fundamental in “design and social innovation” where local knowledge, resources, and agency meet to solve wicked problems (Rittel and Webber, Policy Sciences, 4, 155–169, 1973). In this chapter, we seek to explore the traces that researchers and community members leave behind as indexical forms of representation. Contemporary perspectives urge a critical examination of the interplay between design and broader structural and cultural issues (Björgvinsson et al., CoDesign, 8(2–3), 127–144, 2012). Design methods, however, are often chosen arbitrarily reflecting a “toolbox” mentality that potentially misses culturally embedded nuances (Dourish, Implications for design. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 541–550), 2006). Cultural probes as part of this “toolbox” are often associated with ethnographic methods, yet were never intended to generate data, whereas ethnography goes beyond data gathering to analyze socio-cultural meaning and practices (Boehner et al., How HCI interprets the probes. In CHI Proceedings Designing for Specific Cultures, 2007). We present two case studies to discuss the use of cultural probes in participatory design as enablers of dialogue in open-ended conversations with communities. We draw on reflexive practices and Manzini’s concept of “diffuse design” and “expert design.” Working in communities can thus become a form of “public ethnography,” an effort to understand and analyze social practices from multiple knowledge perspectives as an ongoing process.
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Zolyomi, Agnes. « How to Make Policy-Makers Care about “Wicked Problems” such as Biodiversity Loss?—The Case of a Policy Campaign ». Dans Co-Creativity and Engaged Scholarship, 527–53. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_17.
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AbstractPolicy-makers define our lives to a great extent, and are therefore the people everybody wants to talk to. They receive hundreds of messages in various forms day-by-day with the aim of making them decide for or against something. They are in an especially difficult situation as regards the so-called “wicked” or “diffuse” problems such as climate change and biodiversity loss (Millner and Olivier, 2015; Sharman and Mlambo, 2012; Zaccai and Adams, 2012). These problems are limitedly tackled at the policy level despite their major socio-economic and environmental implications, which is often explained by their complexity with a sense of remoteness of effects (Cardinale et al., 2012; WWF, 2018). Communicating advocacy or scientific messages of biodiversity is therefore both a challenge and an under-researched topic (Bekessy et al., 2018; Posner et al., 2016; Primmer et al., 2015; Wright et al., 2017), where both social and natural sciences and both scientists and practitioners are needed to contribute (Ainscough et al., 2019). In order to be successful in delivering messages, communication not only needs to be self-explanatory and easy to consume but novel as well. It additionally helps if the message arrives in a more extraordinary format to draw even more attention. Based on experiences drawn from a conservation and advocacy NGO’s work, this chapter will divulge various socio-economic theories about creative methods, communication, and influencing decision-makers through a campaign fighting for the preservation of key nature legislation. It will be demonstrated how different EU policy-makers, including representatives of the European Commission and Members of the European Parliament, the general public, and other stakeholders, were addressed with various messages and tools (e.g., short films, social media campaigns, fact sheets, involvement of champions). In addition to other key factors such as public support, knowledge of the target audience and political context, the probable impacts and limitations of these messages will also be elaborated. The relevance to the integration and employment of better socio-economic theories into improving communication is straightforward. It is crucial to tailor-make future advocacy work of “wicked problems” such as biodiversity loss and climate change, since these are not usually backed up by major lobby forces and are, therefore, financed inadequately compared to their significance. Understanding the way in which policy-makers pick up or omit certain messages, as well as what framing, methods and channels are the most effective in delivering them to the policy-makers, is pivotal for a more sustainable future.
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Christou, Anastasia, et Eleonore Kofman. « Conclusion ». Dans IMISCOE Research Series, 117–23. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91971-9_7.
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AbstractAt the end of a short journey, we can attest to the flourishing production of knowledge on gender and migration that has built up over the past 30 years in particular. Though we have on the whole referred to works in English, there is an extensive literature in other major languages, such as French, German, Italian and Spanish which have emerged from different social science traditions, in recognition of the significance of gendered migrations and feminist movements. English has come to dominate writing in this field (Kofman, 2020), ironically in large part through the European funding of comparative research as well as transatlantic exchanges (Levy et al., 2020). The past 20 years have been a rapid period of intellectual exchange in this field through networks and disciplinary associations, such as the International and European Sociological Associations or IMISCOE which supported a cluster on Gender, Generation and Age (2004–2009). The IMISCOE Migration Research Hub (https://www.migrationresearch.com/) demonstrates the extensive production on gender issues and their connections with other theories and fields of migration. The economic and social transformations brought about by globalisation and transnationalism, and how its unequal outcomes and identities need to be understood through an intersectional lens (Amelina & Lutz, 2019), have heavily shaped studies of gender and migration (see Chap. 10.1007/978-3-030-91971-9_2). Indeed intersectionality has been suggested by some as the major contribution of contemporary feminism to the social sciences, and, has certainly been a theoretical insight that has travelled widely and rapidly from the Anglo world to Europe (Davis, 2020; Lutz, 2014) since it was defined by Kimberlé Crenshaw (1989). We should, however, also remember that it had antecedents in the writing of anti-racist feminists on racist ideology and sex by the French sociologist Claude Guillaumin (1995), on the trinity of gender, race and class in the UK (Anthias & Yuval-Davis, 1992; Parmar, 1982) and by scholars in Australia (Bottomley et al., 1991) and Canada (Stasiulis & Yuval-Davis, 1995).
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Ramirez Aranda, Nohemi, et Rubén Vezzoni. « Technology as a Tool for Environmental Engagement. The Case of Digital Participatory Mapping (DPM) ». Dans Co-Creativity and Engaged Scholarship, 417–55. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_14.
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AbstractThe conservativeness of traditional scientific methods, which nevertheless still tend to dominate much of the (social) sustainability sciences, is challenged by technological progress when untested tools of research are proposed as innovative scientific methods. This is the case of online platforms. The knowledge creation process in the digital era, including forms of research communication, can be profoundly different from traditional research methods. We already know how digital tools may influence the performance of research methods, mainly by maximizing the efficiency of data collection and elaboration. However, the original and collaborative practices in which they can develop, as well as their possibilities towards more democratic and inclusive participation processes, remain an unexplored domain. This chapter is an attempt to include digital technologies, and particularly the case of online participatory platforms based on geographic information systems (GIS), in the array of creative and visual research methods.We discuss software packages and current online approaches, such as web apps and native apps (Klettner & Huang, 2011, Scholte et al., 2018). The exploration of the innovative opportunities offered by digital tools starts with a concise review of their application from an historical perspective and its progression until recent times. The review focuses mostly on the options that digital platforms offer to involve citizens in the co-creation of research studies by enabling peer-to-peer environments that may inspire democratic discussions. The adoption of different types of online platforms is then discussed, not only presenting their virtues but also their downsides. This takes the form of an open discussion between the two authors, informed by each critically reflecting on their first-hand practical experiences in adopting digital tools in their research.We are entering a new era, in which access to big data—through platforms using GIS—provides resources and power to bring to the table the silent majority that is often overlooked in decision-making processes. The many possibilities offered by this unprecedented access to information are yet to be tested. Whether digital platforms will turn out to be a solution for improving the inclusiveness of research studies or not will likely depend on the consciousness and motivations of the designers and developers of these tools.
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Poluiaktova, O. V. « GLOBALIZATION – A CHALLENGE FOR MODERN EDUCATION ». Dans DEVELOPMENT TRENDS OF SCHOLARLY KNOWLEDGE IN PHILOSOPHY, SOCIOLOGY AND POLITICAL SCIENCES, 151–67. Liha-Pres, 2019. http://dx.doi.org/10.36059/978-966-397-125-4/151-167.
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« Facing a Scientific Multiversalism — Dynamics of International Social Science Knowledge Accumulations in the Era of Globalization ». Dans Internationalization of the Social Sciences, 379–410. transcript-Verlag, 2010. http://dx.doi.org/10.14361/9783839413074-017.
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Kuhn, Michael. « Facing a Scientific Multiversalism — Dynamics of International Social Science Knowledge Accumulations in the Era of Globalization ». Dans Internationalization of the Social Sciences, 379–410. transcript Verlag, 2010. http://dx.doi.org/10.1515/9783839413074-017.
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Jawanjal, Dr Waman G. « IMPACT OF GLOBALIZATION ON ENGLISH LANGUAGE LEARNING THROUGH VERNACULAR MEDIUM ». Dans Futuristic Trends in Social Sciences Volume 3 Book 27, 51–56. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3baso27p2ch3.
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India is regarded as the rural nation. With time, the other civilizations have also assimilated into Indian culture. Not only has India joyfully embraced Western culture, but it has made English its national language. language suffers from psychological disturbances and finds it challenging to acclimate to a college taught in English. Pupils who learn in a vernacular setting are less likely to be exposed to English on a regular basis. Their poor foundation causes them to be devoid of appropriate terms and adequate language. Additionally, they have greater degrees of success as business owners. Because English language instruction was not offered in colleges. They must be capable of addressing the pragmatic requirements of learners, enabling them to effectively engage with each other and access information from around the globe. English teachers now a days should update their knowledge, abilities, and thoroughness over their syllabus to satisfy the demands of globalization
Actes de conférences sur le sujet "Globalization of sciences et knowledge"
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Dudnik, Аndriy, Olexand Usachenko, Svіtlana Chumak et Ludmyla Dudnik. « ENGINEERING SCIENCES THE CONCEPT OF MEASURING MECHANICAL QUANTITIES IN «SMART HOME» TECHNOLOGY ». Dans The Globalization of Scientific Knowledge : Theoretical and Practical Research. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-164-0-7.
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Matyash, V. M., et O. V. Shapovalov. « The influence of students' knowledge control on the formation of professional behavior of young specialists ». Dans THE IMPACT OF GLOBALIZATION ON PEDAGOGY AND PSYCHOLOGY AS SCIENCES, 41–44. Baltija Publishing, 2024. https://doi.org/10.30525/978-9934-26-512-9-10.
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Shragina, Larisa, et Mark Meerovich. « Development of education and humanistic sciences in the context of globalization ». Dans International Scientific Conference "The contemporary issues of the socio-humanistic sciences", XIV edition, 341–50. Free International University of Moldova, 2024. https://doi.org/10.54481/pcss2023.36.
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The historical evolution of the economy as a domain for satisfying human needs through the production and distribution of material, cultural, and spiritual values has resulted in several key developments: 1) the establishment of an education system that supplies these activities with suitably qualified personnel; 2) the emergence of social institutions that set norms for relationships among community members; 3) the formation of the state as an entity managing the life of the entire society. The current phase of economic development is characterized by: 1. A high rate of growth in the knowledge intensity of manufactured products. 2. Globalization, which is the process of uniting national states into a single economic, political, and social entity to reduce production costs. 3. The replacement of financial capital, which played a leading role in the emergence and development of new industries, with human capital. The increasing need for individuals capable of translating new knowledge into technology transforms the education system from merely serving the economy with personnel to being a key element in creating and developing new economic sectors. The growing importance of human capital and the critical mass of people capable of applying their knowledge to technology leads society to recognize the need to shift from material values to moral values for survival. Consequently, in line with the laws of artificial systems development, the education system becomes a system-forming factor in the development of the "state" system, enhancing its democratization and humanization. This shifts its main function in the 21st century to providing each member of society with the most favorable conditions for life and development.
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Liu, Qian, Constantin Oprean et Maria Popa. « COMPARATIVE STUDY OF CULTURAL INSTITUTES IN THE WORLD AND THEIR ROLE IN SOCIETY ». Dans 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.079.
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Culture enables sustainable development, it is a driver and enabler of sustainable development. In the context of globalization, cultural exchanges are increasing, the role of language as a carrier of culture is more and more evident. Many countries even include it in the national strategy, and it became an important government action. Confucius Institute is an important platform for Sino-foreign cultural exchanges and mutual learning. And the same of the other cultural institutes which have been mentioned in this paper. They are all playing a role of the international community civilization messenger, they are bridges to connect the native countries and abroad, they are Culture Ambassadors who help the comprehension and cooperation among people and countries. Cultural institutes are one of the most relevant examples in the attempt to promote and connect cultures, which have been set up on a similar, though not identical pattern, in view of creating a stronger sense of self-identity and contributing to an integration of diversity by mutually accepted knowledge and dialogue. Through the literature research method and the comparative method, this article illustrates the important role played by cultural institutions in the world. Also by the comparative study of the main cultural institutions in the world in terms of vision, mission, aims, the examination assessment systems, financial resources, management and so on, the article provides a clearer reference for the running of cultural institutions.
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Cabanes, Jose Luis, Federico Iborra-Bernad et Carlos Bonafé-Cervera. « Reconstrucción virtual de ambientes urbanos a partir de fotografías históricas a través de Image Based Animations (IBA). La Plaza de la Virgen de Valencia alrededor de 1870. » Dans 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6055.
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Reconstrucción virtual de ambientes urbanos a partir de fotografías históricas a través de Image Based Animations (IBA). La Plaza de la Virgen de Valencia alrededor de 1870. Jose Luis Cabanes Ginés¹, Federico Iborra Bernad², Carlos Bonafé Cervera3 ¹Departamento de Expresión Gráfica Arquitectónica. Universidad Politécnica de Valencia. Caminio de Vera s/n 46022 Valencia. 2Departamento de Composición Arquitectónica. Universidad Politécnica de Valencia. Caminio de Vera s/n 46022 Valencia 3Departamento de Ing. Cartográf. Geodesia y Fotogramtría. Universidad Politécnica de Valencia. Caminio de Vera s/n 46022 Valencia E-mail: jlcabane@ega.upv.es, f_iborra@yahoo.es, carboce1@topo.upv.es Keywords (3-5): virtual reconstruction, historical urban environment, image based animations Conference topics and scale: City transformations / Tools of analysis in urban morphology The recreation of the historical environment of emblematic urban spaces in our cities through interactive technologies, allows to extend their knowledge among the interested users while contributing to its assessment. When the documentary bases are photographs it is possible to carefully model the recorded elements using photogrammetry techniques based on 3D primitives, so that by means of an immersive navigation limited to certain points of view, an appearance of acceptable tridimensionality is obtained, where only isolated images of dispersed frames are available. The virtual recreation can be completed increasing its realistic appearance through its edition with animations of objects (for example, carriages) and characters, texts, musical setting, etc. The results can be presented in formats such as video or navigation through virtual reality helmets. From a selection of the first historical photographs of the Plaza de la Virgen, that we have obtained searching in several documentary sources, our multidisciplinary team is interested in a reliable, realistic and pleasant presentation of the urban environment of one of the most representative places in the city of Valencia, whose spatial configuration has changed significantly over the years. References (100 words) Braun, C., Kolbe, T. H., Lang, F., Schickler, W., Steinhage, V., Cremers, A. B., Förstner, W., Plümer, L., 1995. Models for photogrammetric building reconstruction. Computers & Graphics, Volume 19, Issue 1, pp. 109-118. Debevec, P., Taylor, C. J. and Malik, J., 1996. Modeling and rendering architecture from photographs: A hybrid geometry and image-based approach. SIGGRAPH’96, pp. 11–20. De Mesa, A., Regot, J., Nuñez, M. A. and Buill, F., (2009). Métodos y procesos para el levantamiento de reconstrucción tridimensional gráfica de elementos del patrimonio cultural. La iglesia de Sant Sever de Barcelona. Revista EGA, nº 14, pp. 82-89. Drap, P., Grussenmeyer, P. and Gaillard, G., 2001. Simple Photogrammetric Methods with ARPENTEUR: 3-D Plotting and Orthoimage generation. XVIII International Symposium CIPA 2001, Potsdam (Germany). International Archives of Photogrammetry, Remote Sensing and Spatial Information Sciences, nº 34 (Part 5/C7), pp. 47-54. El-Hakim, S., Beraldin, J. and Lapointe, A., 2002. Towards Automatic Modeling of Monuments and Towers. IEEE Proceedings of the International Symposium on 3D Data Processing Visualization and Transmission, 3DPVT 2002, Padua, Italy, pp. 526-531. Proyecto Barcelona Darrera Mirada, http://darreramirada.ajuntament.barcelona.cat/#historia/8/1 The Old New York, http://vimeo.com/160024074, https://vimeo.com/162572088
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Zheng, Prof Robert. « What Educators Need to Know in the Wake of AI Infiltration in Education ? » Dans 7th World Conference on Arts, Humanities, Social Sciences and Education, 26–27. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-974314-5-6-013.
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The current study examines the role of individual differences in the context of AI (ChatGPT) supported STEM learning. The results showed working memory could influence individual learners’ cognitive process in math-related problem solving. It was found high WM learners performed better than low WM learners in terms of performance and cognitive load experienced during the learning. INTRODUCTION: Digital technology such as AI has increasingly played a critical role in learners’ learning in terms of their cognitive, metacognitive and affective processes (Amab et al., 2012; Echeverri and Sadler, 2011). Regardless of the promises of new digital technologies in education, researchers and educators have cautioned that digital technology may become less beneficial if the design of digital learning fails to take into consideration individual differences in learning. Greenberg et al. (2021) studied the individual differences in working memory capacity in multimedia learning and found that dual modality (visual and auditory) supports individuals with low visuospatial working memory more than single modality (visual or auditory). They thus concluded that the design of digital learning should take into consideration the individual differences in working memory. Gupta and Zheng (2020) examined the individual differences in math learning by looking into cognitive load experienced by learners during problem solving. Their study revealed that learners varied in their cognitive load and performance when studying the same subject (e.g., math). The researchers attributed the learners’ performance variation to individual differences in working memory as learners may experience different cognitive load due to their differences in working memory capacity. Given the individual differences in working memory capacity pertaining to difference in cognitive load in learning, Zheng (2018) proposed a framework for examining individual differences and knowledge acquisition in digital learning. The framework outlines three components which include (a) individual traits, (b) digital technology with enhanced cognitive support (DTECS), and (c) highly intelligent digital technology (HIDT). Zheng (2018) suggests extra cognitive support is needed to improve learners’ deep learning skills.
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Kangas, Marjaana, et Katriina Heljakka. « AI Play in Higher Education : Students’ perceptions of play and co-creation of knowledge with generative AI ». Dans 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005571.
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Playful learning approaches are expected to take a leading role in digital transformation in higher education (HE) (Tonkin, 2019; Whitton, 2022). Artificial Intelligence (AI) is changing the world impacting education, necessitating the development of new skills (Einola & Khoreva, 2023) meaning that aspects of teaching, learning, and knowledge building are set to radically change, and there is a need to strengthen the capacity of learners to engage with the world around them, especially through imagining and envisioning the future in the digital age (e.g., UNESCO, 2020). It is believed that through play individuals can learn to manage the unforeseen (Pors & Andersen, 2015). Therefore, in order to harness the power of play and digitalization for creativity and innovations, learners and employees need new playfulness-based and creative digital literacies. While generative AI (e.g. ChatGPT) is being widely explored, it has been mainly investigated through the functionality of the technology, and not the possibilities for engendering playful learning. Consequently, research on AI-human interaction as playful knowledge co-creation is entirely lacking.This study addresses this challenge by tapping the research on playful learning in the context of HE and educational sciences. Playful Learning (PL) refers to learning activities embedded with playful engagement and exploration, seeking learners to be active participants in their learning process. It recognizes creativity, emotions, narrativity, collaboration, and embodiment as essential elements of learning, complemented by appropriate tools and pedagogical strategies (Kangas et al., 2017). Here, the use of playful tools refer to co-creation with generative AI. During their playful learning process, 17 HE students co-created educational play-based activities and used generative AI in their designs. This knowledge co-creation was conducted as part of a Playful and game-based learning course in collaboration between two Finnish universities. One aim of the course was to increase HE students’ awareness of the potential of playfulness and AI in future pedagogies through playful learning activities. We asked: How do students understand play and non-play, and how do they see generative AI in their playful learning process? Data consists of students’ writings in which they reflected their ideas about play and non-play and the use of AI in the task. Our study contributes to the areas of playful learning, educational sciences, and emerging research on the applications of generative AI used as part of higher education. The findings indicate that the students' perspectives on play could be divided into five different dimensions: 1) openness and freedom, 2) well-being and joy through play, 3) enjoyment of the use of imagination 4) potential for skill development, and 5) playful social interaction. As the opposite of play, the students see a lack of imagination, bleakness, and a kind of greyness. The findings also indicate that generative AI provides a useful tool for playful learning in the HE context due to its potential for 1) Challenges and learning, 2) Ideation and creativity, 3) Opportunities and critical use, and 4) Enrichment and inspiration. Based on our findings, the AI Play framework was constructed, including facets of playful exploration and co-creation combined with critical thinking, which illustrates the dimensions of AI Play as part of HE students’ playful learning.
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PRUS, Elena. « Current connotations of teachers’ emotional culture in the context of internet addiction among school students ». Dans Ştiință și educație : noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p11-16.
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The research represents the active area of science, as a thinking model that responds to new challenges through the competitive search for innovative solutions to current issues in several ways: the global availability and veracity of scientific sources, the configuration of priority fields, the reconfiguration of traditional fields, etc. The scientific component is increasingly linked to the emergence of the informational, communicational and computational paradigm. The context of systemic polycrises at the beginning of the 21st century of different type has energized and revolutionized some fields and revealed specific issues in different spheres and regions. These fundamental mutations are also a turning point for rethinking and building the intelligent future of education and research. The dangerous scenarios of the 21st century, during which catastrophes, bio-terrorism and wars continue, impose the need for constant innovation, regular paradigm shifts, globalization of research efforts, technological capacity and securing resources in different fields, which is a gateway to a new laboratory of the spirit. We are in the presence of a global innovation, the integration of man and the social body in the universe of science. Today the development of research, which involves the interaction of soft/human (itarian) sciences with hard/exact ones, is seconded by the “moralization”/confrontation/normalization of the relations between these fields. Only the coagulated synergies of the active and the passive approach can capture the evolution of the research and education approach in its fundamental complexity. We are convinced that the dialogue of our ideas and knowledge can lead to a high academic endeavor, in the true sense of universitas.
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Steyaert, Pieter, Angelo Vermeulen, Amy Holt, Diego Maranan, Giusy Checola, Mona Nasser, Jeroen Verschuren, Pim Tournaye, Jesper Bruun et Katrien Kolenberg. « Co-creation Towards the Post-Anthropocene ». Dans 28th International Symposium on Electronic Art. Paris : Ecole des arts decoratifs - PSL, 2024. http://dx.doi.org/10.69564/isea2023-31-short-steyaert-et-al-co-creation.
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SHORT PAPER. Co-creative practices including non-human actors give rise to a series of challenges and critical issues. Ēngines of Ēternity is an ongoing artwork which seeks to attribute agency to microscopic animals called rotifers and to the unique environment of outer space. Scientific experiments involving these animals, as well as the evolving artwork that accompanies them, have gone through multiple iterations having been flown to space and consequently returned. This article reflects on how transdisciplinary approaches can provide a vehicle to connect knowledge and enquiries from art and sciences in the context of real-world problems. We then focus on the case study of Ēngines of Ēternity and how these interactions played out during this process. We conclude the article with a critical reflection on non-human agency, using the aforementioned project as a case study.
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Miklosh, Bojan. « MAINTAINING ORGANIZATIONAL CULTURE IN VIRTUAL TEAMS ». Dans Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2022. http://dx.doi.org/10.47063/ebtsf.2022.0026.
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The wave of the tendency to work from home and take virtual participation in the work of companies and organizations, through the web tools that the progress of technology makes available, is gaining more and more momentum and is becoming represented in the everyday life of both smaller enterprises and firms, and giant companies. Whether it is an unintended effect of globalization or its natural developing product, however, what cannot be avoided is the fact that video conferencing, web meetings, and working over the Internet is everyday in business and society. Naturally and additionally, the pandemic with the virus COVID-19 has only strengthened this tendency to work from home, from an isolated environment or through the tools and platforms offered by the Internet and the recent successes of web communication. From the aspect of organizational culture, if the beginning of the 2000s marked a period in which knowledge about organizational culture was placed on a solid foundation, but was still followed by the need to test, delineate and develop them, twenty years later, the phenomenon manifested itself which potentially means a threat to the organizational culture of companies and organizations. The challenge that is set before the organizational sciences is the need to investigate what will be the methods for forming and maintaining the organizational culture among the teams that function in the virtual world. To achieve this, the paper analyzes the characteristics and challenges of the virtual context and virtual teams, perceives proven best practices for strengthening the social element in the virtual world, and connecting these elements with the elements of organizational culture, points to certain conclusions regarding the research problem.
Rapports d'organisations sur le sujet "Globalization of sciences et knowledge"
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Pautz Stephenson, Stefani, Rebecca Banks et Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development : How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, juin 2022. http://dx.doi.org/10.51388/20.500.12265/158.
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A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.