Digital Nominalism. Notes on the Ethics of Information Society in View of the Ontology of the Digital     

Tere?VadénEmail author 《Ethics and Information Technology》2004,6(4):223-231

The commodification of code demands two preconditions: a belief if the existence of code and a system of ownership for the code. An examination of these preconditions is helpful for resisting the further widening of digital divides. The ontological belief in the relatively independent existence of code is dependent on our understanding of what the “digital” is. Here it is claimed that the digital is not a natural kind, but a concept that is relative to our practices of interpretation. An interpretative system that sees code as something that can or should always be owned implies an increase of social control and threatens vital processes of knowledge creation that are necessary for an open and egalitarian information society. The ontological belief in “digital code” thus provides the backdrop for an ethical view of the information society. Consequently, if we see digital code as an interpretative notion (in the nominalist way), the ethical questions appear in a different light.  相似文献   

企业信息化项目实施过程管理研究   总被引：10，自引：2，他引：10  

丁祥海  唐任仲 《科研管理》2003,24(2):89-94

企业信息化项目实施成功的比例远远低于其他高技术研究项目，提高成功率已成为各类信息化项目投资企业的迫切要求。用输出、输入和关联三个向量标识一个过程，用向量之间的参数关系表示过程网络，提出了企业信息化项目实施过程的双进程模型和集成管理模型框架，并对集成模型框架中的更改过程、冲突过程和知识创新过程三个主要的过程管理进行了研究。  相似文献   

现代项目管理在企业知识管理中的作用     

陈明  冯俊文 《软科学》2003,17(3):55-57

知识管理已经成为现代企业管理的时尚,而项目管理作为一种理念和方法已经在许多领域得到成功应用。本文讨论了IT企业如何应用项目管理的理论和方法构建其知识管理系统的问题。知识管理项目同其他任何IT项目一样,可以从计划、组织、领导和控制等四个方面全面应用项目管理的原理和方法。  相似文献   

试论知识特性与企业知识共享机制   总被引：42，自引：0，他引：42  

严浩仁  贾生华 《研究与发展管理》2002,14(3):16-20,31

在知识经济时代,知识管理已成为企业界与理论界关注的焦点。企业知识管理的目的在于促进知识共享与创新,提高知识资源的利用效率,增强企业的市场竞争力。基于对知识资源的特性分析,探讨企业内部知识共享的各种主客观障碍,提出构建和完善企业知识共享机制的内容与途径。  相似文献   

基于隐性知识获取的研究生创新能力培养研究     

戴小鹏  黄璜  张引琼 《高等理科教育》2011,(4):16-18

创新能力的培养是研究生教育的核心内容,隐性知识的获取有助于激发研究生的创新灵感,本文阐述了研究生创新能力培养的内涵,分析了隐性知识获取的方法和途径及隐性知识对研究生创新能力的影响。  相似文献   

Teachers’ critical incidents: Ethical dilemmas in teaching practice     

Orly Shapira-Lishchinsky 《Teaching and Teacher Education》2011,27(3):648-656

The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy of critical incidents by means of the ATLAS.ti 5.0 revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school, as well as a multitude of derived responses. The results encourage the development of educational programmes based on teachers’ critical incidents.  相似文献   

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children     

Puranik CS  Lonigan CJ  Kim YS 《Early childhood research quarterly》2011,26(4):465-474

The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge.  相似文献   

论创造与创造教育     

张楚廷 《课程.教材.教法》2011,(5)

求知的欲望,自由的思考,是创造的必要条件,也是走向创造的充分条件。创造教育也就特别要关注学生的求知兴趣与欲望,并为他们创建必要的自由思考、自由争辩、自由讨论的条件。  相似文献   

基于语篇知识的“以读促写”大学英语写作教学模式     

董玲  邓显奕 《四川教育学院学报》2011,27(1):84-87

英语写作一直是英语学习者较为薄弱的语言技能,如何教好、学好英语写作是广大英语教师及学习者的一项难题。以语篇知识为基础,在阅读中学习写作的大学英语写作教学模式有望为解决这一难题打开思路。文章以一线教师的教学经验为基础,梳理相关的理论,提出了＂以读促写＂教学模式的基本步骤,以期为后续相关研究打下基础？拓展视野。  相似文献   

Changes in school mathematics knowledge in Greece: a Bernsteinian analysis     

Gerasimos Koustourakis  Konstantinos Zacharos 《British Journal of Sociology of Education》2011,32(3):369-387

The purpose of this paper is to critically examine the changes that took place in school mathematics knowledge for pupils aged six and seven (first grade of Greek elementary school) and its pedagogical approach, which took shape following the reforms of the mathematics curricula in 1982 and 2003. Our analysis is based on Bernstein’s theoretical framework on pedagogic discourse and Dowling’s theoretical framework on textual domains. The results showed that there are differences between the 1982 and 2003 reforms, in terms both of the content of mathematics knowledge, as well as of the forms of pedagogic interaction between the teacher and the pupil.  相似文献