Estudio de la inversión del 10 % de los recursos destinados para el Fondo de Ciencia, Tecnología e Innovación a través del Sistema General de Regalías, Departamento del Caquetá

Title: The process of using the resources of the National School Feeding Program and purchasing products from family agriculture in the light of the experience of a Federal Institute of Education, Science and Technology. Objective of the study: The National School Feeding Program (PNAE) is a federal government program aimed at the development, learning, academic performance of students and the formation of healthy habits through food and nutritional education actions. Law 11.947/ 2009 establishes that at least 30% of the financial resource passed on by the FNDE to the institutions of the federal education network, should be directed towards the acquisition of products from family agriculture. However, many federal institutions do not use the resource for lack of information about legal procedures and how to put them into practice. In this sense, the question that poses as problem of this research is: how the campuses of the Federal Institution of Education researched can make use of the resources of the PNAE and acquire products of the familiar agriculture? The aim of this work is to propose a management process for the use of PNAE resources and acquisition of products from family agriculture in Federal Education Institutions. Procedures / Method for solving the problem: It is a descriptive research, with qualitative approach and applied nature. The troubleshooting procedures were divided into two parts: i) diagnosis of the problem: bibliographic and documentary research, semi-structured interviews with those responsible for the PNAE's campuses, with the extension director of the IF Sudeste MG rectory and with support organizations for family farmers, along with participative observation of researcher; ii) elaboration of the solution proposal: a case study was used with an institution that is considered a reference in the positive execution of the PNAE and in the purchase of Family Farming products; triangulation of the case study with the reality of IF Sudeste MG; presentation of an improved process of using FNDE resources with PNAE and procurement of family farming products for all IF Sudeste MG campuses from identified improvement points; proposal validation. This last activity took place in two moments: i) an appointment was made to an agroecology professor from IF Sudeste MG participating in the CECAF (Special Purchasing Commission for Family Farming); ii) a meeting with the extension director of the IF Sudeste MG rectory. Results: Through interviews with managers and support organizations for family farmers, it was concluded that there are some points of improvement, mentioned by them, that can be included in the IF Sudeste MG process in the use of PNAE resources. Another result obtained was the identification of improvement proposals from the process mapping already used. Thus, together with the bibliographic research, the interviews with the managers, the case study, coupled with the participant observation of the researcher, it was possible to refine the process and build a manual of procedures in the acquisition of family farming products for school feeding. Practical implications: It is suggested for IF Sudeste MG campus managers, who currently return the resource for the PNAE and / or who do not use 30% in family farming, to use the constructed artifact (procedures manual), and the proposed action plan so that they can execute this resource properly. Originality and contributions: The artifact was developed by mapping the process, understanding the legislation, reviewing other published works, and consolidating the interviews, allied to the participant observation of the researcher, since she works directly with CECAF in her work campus. The product contributes to the executing entity (EEx): i) comply with the legislation and do not run the risk of sanctioning the control agencies, ii) offer your students healthy and proper nutrition, iii) support the sustainable development of the regions around IF Sudeste MG campuses through family farming. These contributions are in line with the scientific / technological line of action - LACT 3: Competitiveness, Innovation and Entrepreneurship, as this is an internal management work, since the research is aimed at proposing an improvement in the process of using FNDE resources for PNAE and the acquisition of family farming products. Technical / Technological Production: Thus, the artifact presented here refers to a procedure manual, accompanied by an action plan. Thus, it fits as a non-patentable technical / technological product, belonging to Axis 1- Products and Processes. The procedures manual developed has potential applicability, with the proposal to be disclosed and applied in IF Sudeste MG and other institutions that are interested in using it. It is a medium production of innovation and low complexity, involving the combination of current legislation, consultation with other artifacts used by other institutions, and interviews with actors, as a reference for the development of this product.

行政院國科會科教處為加強科技紮根的工作，在2005年規劃「高中職科學與科技課程研究發展實驗計畫」（簡稱高瞻計畫），強調藉由高中與大學或研究機構建立夥伴關係的方式，改進高中數理及科技課程的教學品質、強化學生的科學素養、並讓學生體驗科學研究工作之樂趣。此計畫積極推動「由下而上」的學校本位課程發展，擺脫傳統「由上往下」的方式，使教師不再僅是課程教材的使用者，而期望教師能自行主導與發展其學校特色的課程，以減少課程理論與教學實務之間的落差。本研究之目的為探討一所執行高瞻計畫之高中教師發展與實施學校本位課程之真實，以深度訪談、觀察與文件分析等方式蒐集S高中（化名）教師在發展與實施「新興科學技術」學校本位課程之歷程，包括課程主題、課程目標、課程內容、教學策略、教學評鑑的訂定與執行等作為與落差，以做為提供課程改進及做為後續創新課程研發的依據。 本研究發現如下： 一、課程主題之擬定 S高中學校本位課程發展原訂的課程主題「綠•手•機」，為期望以統整環保、動手做與科學三要素的課程為主軸，但在實際「新興科學技術｣課程實施時，教師卻只重視科技與動手做的部分。 二、課程目標之訂定 高瞻計畫課程目標的核心理念為以發展創新的學校本位課程，促進學生學習模式的改變，改進教學現況與培養其主動探究的能力與精神，但在這個期望下S高中在實施「新興科學技術｣學校本位課程，忽略引導學生進一步的去發現問題的主動探究能力。 三、課程內容之選擇 國科會高瞻計畫以科學與科技為範疇，期望高中教師能自行發展學校本位課程，因而S高中「新興科學技術」學校本位課程，其內容的選擇上是以目前政府所推廣的計畫、社會著重的科技，以及選定之教科書內鮮少提及的知識為主，例如奈米、平面顯示器、燃料電池等為主。 四、教學策略之規劃 S高中教師認為獲得科學素養的主要途徑為學生主動的參與與動手做，因而在其課程規劃中，特別強調實驗操作部分，這顯示S高中教師雖具備探究教學的基本認知與概念，但卻忽略讓學生能主動發現問題，進行推論、預測與分析的機會。 五、課程評鑑之執行 S高中教師利用教學論壇的發表機會，邀請課程與學科專家，針對四門「新興科學技術｣學校本位課程進行形成性評鑑，此外，教師似乎較重視自我學科專業知識的成長，至於學生學習成效的結果與利用並未被廣泛討論，這與理想的課程發展必須兼具形成性與總結性評鑑的功能，並期望藉由內、外部人員的溝通、對話與批判，使教師自我釐清課程的優缺點，以提升教師專業知能與課程品質，有所落差，顯示S高中教師對於評鑑的功能與認知，是有待進一步釐清的。 本研究提出以下建議： 一、對S高中課程發展與實施之建議 （一）建議S高中應統整各科「新興科技」，以落實「綠•手•機」課程統整的期望。 （二）建議S高中在課程發展與實施過程中，應加強教師有關課程發展以及課程形成性與總結性評鑑的專業知能，方能落實課程發展與實施之理想。 二、對S高中教師發展與實施之建議 （一）課程發展前 1、 建議教師在發展課程時，以全球未來發展的角度思考應該培養學生具備什麼樣的知識與技能，而非以台灣目前本地所著重的科技為目標。 2、 建議教師在進行課程發展前，可以先提供學生「新興科學技術」的先備知識，並且讓家長理解「新興科學技術」學校本位課程發展的目的、進行的方式以及學生預期的獲得，以獲得廣泛的支持。 3、 建議教師透過參與專業成長，透過不同教師的經驗分享，增進課程發展與實施以及評鑑的能力。 （二）課程發展後 1、 建議教師在完成課程發展後，可以利用課程評鑑自我檢核表、教師同儕評鑑表或是透過外部專家評鑑，蒐集更多自我改進的文件與證據，除了可用來自我省思專業知能外，並能作為改善課程發展與實施品質的依據。 2、 建議教師在進行課程發展後，透過參與協同成長團體與工作坊的機會，提供課程發展的結果，除可獲得不同學科或他校教師的建議增進自我課程發展與評鑑的能力外，並可作為修正課程的參考。 （三）課程實施前 1、 建議教師在進行課程實施前，可以先提供學生相關的課程知識，使其具備應有的先備知識，以縮短課程講解的時間。 2、 建議教師在進行課程發展前，讓家長理解「新興科學技術」學校本位課程實施的目的、進行方式與學生預期的獲得，以獲得學生與家長的認同。 （四）課程實施後 1、 建議教師在課程實施後，應透過學生的學習成效評量進行自我反思，以改進教學。 2、 建議教師進行專業發展，特別是有關加強學生推論、預測與分析等科學探究學習的能力，以培養學生真正科學探究的素養與能力。 三、對於未來研究建議 （一）可進一步的探究影響課程發展與實施落差之因素。 （二）可進一步針對參與高瞻計畫之所有學校進行課程發展與實施的跨個案研究。 （三）可進一步針對教師之課堂教學與學生的科學探究學習成效進行研究。

Multiple intelligences and network affordances: can videos enhance students' perceptions of their learning experience, learning outcomes and subject engagement?

This study examines the dynamics of technological innovation capability on new product development and industry’s performance, using Nigeria iron and steel industry as the case study. The study defines technological innovation capability as a comprehensive set of characteristics of an organization that facilitates and supports its innovative strategies. Barney (1991) states that technological innovation capabilities represent the ability of the firm to combine a number of resources to engage in productive activity and to attain a certain objectives. Mohanty (1999) posits that technological innovation capability as a competence generic from individuals and the environment in which they are engaged and involves set of competencies such as visioning, ability to generate ideas, internal and external networking relationship. In order to highlight the importance of technological innovation capabilities with respect to iron and steel industry of Nigeria, the researcher proposed a number of hypotheses for verification. The study was complimented with extensive literature search which assisted in the formulation of questionnaire used for the study. The field study was conducted in three stages, the pilot survey, indepth interview and full scale questionnaire. The study used Pearson’s product moment correlation analysis to ascertain the relationship between the variables. The result shows a positive correlation exists between the three variables. The study suggested that building innovative organizations entails not only matching structural forms with technological and market opportunities, but also embedding the capacity for learning, knowledge creation and social relationship. In recommendation, the study raised pertinent policy issues which should be accorded priority attention and that government policy and strategies should support information technology sector development and growth, and that there is need for adequate training program to build-up the base for human resources.

Comptroller division is a staff unit of government organization, in charge of the business of year’s account、accounting、statistic. The purpose of year’s account is to build up the government’s budget system, distribute resources reasonably, and value the efficiency of government’s application, expect to combine the government policy and the budget. Accounting can assist budget execution and compile an accounting report correctly, showing the real financial station. For statistics, it is to collect the execution results of public affairs, and various statistic data for further analysis and application, being the reference materials to affirm government’s policy and budget. Since time progresses and ideas innovate unceasingly, the financial officer works must keep pace with the times, for following time pulsation and society’s need. In recent years, for our national troops promoting organization restructuring, our human resources has been simplified and national defense affairs are getting more diverse than before, in order to make more contributions to each specialized field, comptrollers should study new knowledge continuously, apply information technology to improve working method and innovate business. In this era of knowledge economy, how comptroller division to induct the concepts and practices of knowledge management and make use of it properly、set it into action has been a present important topic for government to display it’s high efficiency and high service quality. This research regards to above explanation, first collect and discuss the related theory of knowledge management, secondly explain present execution situations of our military comptroller division’s knowledge management inducting. finally uses scientific questionnaire analysis methods, including Fuzzy Delphi method、Fuzzy Analytic Hierarchy Process、and Fuzzy theory, providing a systematic critical key successful factors knowledge management estimation model. This model contains four sections, these are: organization culture、strategy and leadership、information technology、and achievements measurements, total up to 22 targets. By way of relating each major section’s relative weight then sorting it, we can understand the priority items when department of defense comptroller division promotes knowledge management, then supplying consulting data for organization’s policy maker to improve their strategy.

To enhance the linkage between the R&D achievements and the industry economic benefits, the government executes technology development program (TDP) to help industry develop critical techniques. There are three kinds of execution modes: Organization TDP, Industrial TDP, and Academic TDP. Organization TDP is the most special mode among them because it is always executed by official agencies. These departments usually take account of security, and often organize matrix organization to execute TDP. In this research, we focus on a government research organization which owns alert and resourceful, and hope to find out the influences of knowledge management and matrix organization about TDP executed by government research organization. The following conclusions are obtained by this research: 1.Knowledge management has no positive influence to TDP executed by government research organization. Less attention and worse knowledge management manner may be the reasons. 2.Matrix organization has ambiguous positive influence to TDP executed by government research organization. Flexible work group provides better performance but the effect is limited. 3.Some analysis results receive from the employee of the government research organization could not reflect real condition. This is because they needs to keep secret if they think the questions have scruples. Keywords: Knowledge Management, Matrix Organization, Technology Development Program

國小「社區藝術地圖」課程與創新教學之行動研究

This paper presents the results obtained in managing the NAGI Project, which has the general objective of consolidating and expanding the actions of integrated core innovation management IEL / FIESC / SC Euvaldo Lodi, an organization linked to the State Federation of Industries of Santa Catarina, through the interaction of a network of partners, the development of new modules and tools for NUGIN methodology, and service to forty companies from various sectors of the state’s industry. The NAGI IEL / SC is a nationwide initiative subsidized by the Brazilian government, from FINEP - Innovation and Research, a public company under the Ministry of Science Technology and Innovation (MCTI). Partial results indicate that, compared to the ten goals proposed, approximately 80% of the activities were fulfilled, with the remaining 20% to be executed by the project deadline in mid-April 2016. Among the learning acquired to date, there is the need to expand the knowledge about tools and project management techniques, especially with regard to risk factors related to financial management and talent.

The product development process (PDP) is a complex process encompassing many very diverse activities, and involving a fairly big number of actors, spread across different professions, teams and companies. In today’s product development, more often than not these individual actors and groups of actors perform their duties almost isolated from the others, using their own methods and software tools to achieve their respective local goals within the overall development effort. Even though much of the same knowledge about the product is used in different phases and tasks of the PDP, in most cases it is not shared or structured in any formal manner, except locally in some cases. Instead, it is exchanged through meetings of the responsible people or other informal means. Current PDP support ICT solutions are focusing on specific parts of the process, but there is no integrated approach that includes product data and services required for the whole PDP, despite the knowledge commonalities shared by its parts and phases. Apart from that, information about the process itself (such as how the tasks are defined, planned and organized, which changes are made to a plan before and during the execution of the tasks, and based on which conditions are these decisions being made), is rarely kept or formally described, relying on the people and their memory. This lack of awareness about the process plans and execution among people responsible for different tasks within PDP leads to misunderstandings, collisions and delays arising much more often than necessary, and work being done in a suboptimal fashion. Having both the product and process knowledge captured, managed, shared and reused in a standardized manner would aid the process tremendously, by improving the collaboration between all the parties involved, making sure that the entire process and its individual tasks are executed at the right moment, with the correct resources, having minimal negative effect on the others, and with the best possible performance. This thesis presents an approach to reduce the impact of these issues, based on a PDP knowledge management and decision support software system. Ontologies, description logic and Semantic Web technologies are used to formalize the knowledge, enable reasoning and additional fact inferencing, as well as to make it easier to access by both machine and human actors in the PDP. As a first step, a general model of the PDP was created, based on detailed descriptions of product development processes in six companies from three different industry branches (aerospace, automotive and home appliances). In accordance with the model, a broad PDP ontology was designed and implemented, as part of a collaborative effort with other research institutes and companies. The ontology provides the formal structure for the knowledge encountered during the PDP by describing the relevant classes, properties and relations. In addition, the architecture of the ontology-centered knowledge base and the adjoining support software framework is described, showing relevant implementation details and features for supporting PDP planning and execution. They give insight into the benefits of applying the Semantic Web technologies in the product development domain, and how they provide the basis for improving the PDP. The benefits are reflected in shorter PDP project times and better results, which come from knowledge capture and reuse, improved collaboration, faster reaction and [...]

Excellent secondary school academic achievement in Kenya is received with jubilation as this forms the beginning of lucrative careers studied at universities or colleges by students. Students failing to achieve academically well in secondary school tend to miss out in post-secondary institutions and become relegated to less lucrative jobs. This study attempted to address the perennial problem of academic achievement in secondary schools that leads to students receding in test scores. It was geared at specifically analyzing factors contributing to academic achievement in secondary schools in Hamisi sub-county, Vihiga-Kenya. The study was guided by the following objective: To establish the impact of teaching and learning resources to students’ academic achievement in secondary schools in Hamisi Sub-county, Vihiga – Kenya. The study employed descriptive survey research design. The target population was 4,298 consisting of 41 Principals, 428 teachers, 3826 students, 1 DEO and 2 AEOs. Simple random sampling was used to select the teachers, students and the AEO. Purposive sampling technique was used to select the DEO. The sample size was 525 respondents consisting of 12 principals, 128 teachers, 383 students, one DEO and one AEO. Data collection tools used was structured and unstructured questionnaires, interview schedules and document analysis. Instrument validity was done through content validity whereas the test and re-test technique was used to test the reliability of the tools comparing with a Pearson Correlation Coefficient of 0.5. Quantitative data analysis was done using descriptive statistics and the data was presented using frequency counts, means and percentages with the aid of the SPSS Version 16.0. Qualitative data analysis was done thematically hence results of data analysis were presented in form of frequency distribution tables, bar/line graphs, and pie charts. The study established that students receded academically at the secondary schooling level as a result of factors related to Teaching and Learning Resources (TLR). It was recommended that the Government should roll out a fund to facilitate TLR production apart from encouraging the teachers to be innovative in production of these resources and that secondary schools should make achievement targets in respect to student entry behavior and work to augment this. These researchers hope that findings of this research will be vital for both Hamisi sub-county Education Office and the Ministry of Education Science and Technology in achieving the integral national goals of education which will transform the students into competitive global citizens. Article visualizations:

Internet2 is a consortium of leading U.S. universities working in partnership with industry and the U.S. government's Next Generation Internet (NGI) initiative to develop a faster, more reliable Internet for research and education including enhanced, high-performance networking services and the advanced applications that are enabled by those services [1]. By facilitating and coordinating the development, deployment, operation, and technology transfer of advanced, network-based applications and network services, Internet2 and NGI are working together to fundamentally change the way scientists, engineers, clinicians, and others work together. [http://www.internet2.edu] The NGI Program has three tracks: research, network testbeds, and applications. The aim of the research track is to promote experimentation with the next generation of network technologies. The network testbed track aims to develop next generation network testbeds to connect universities and federal research institutions at speeds that are sufficient to demonstrate new technologies and support future research. The aim of the applications track is to demonstrate new applications, enabled by the NGI networks, to meet important national goals and missions [2]. [http://www.ngi.gov/] The Internet2/NGI backbone networks, Abilene and vBNS (very high performance Backbone Network Service), provide the basis of collaboration and development for a new breed of advanced medical applications. Academic medical centers leverage the resources available throughout the Internet2 high-performance networking community for high-capacity broadband and selectable quality of service to make effective use of national repositories. The Internet2 Health Sciences Initiative enables a new generation of emerging medical applications whose architecture and development have been restricted by or are beyond the constraints of traditional Internet environments. These initiatives facilitate a variety of activities to foster the development and deployment of emerging applications that meet the requirements of clinical practice, medical and related biological research, education, and medical awareness throughout the public sector. Medical applications that work with high performance networks and supercomputing capabilities offer exciting new solutions for the medical industry. Internet2 and NGI,strive to combine the expertise of their constituents to establish a distributed knowledge system for achieving innovation in research, teaching, learning, and clinical care.

Understanding stakeholder involvement in the policy and management of migratory taxa in the Australian marine environment: a case study approach

Abstract: This article addresses how we can account for a value-driven introduction of in-hospital innovations when value is prone to – sometimes considerable – uncertainty. The contribution of multi-disciplinary, evidenceinformed multi-stakeholder deliberation (MSD) to deal with value issues is examined. Despite a widespread recognition of multi-stakeholder participation in health care policy-making, it is still uncommon in the decision-making setting involving in-hospital technologies. An ‘interpretative knowledge synthesis’ method has been adopted. This approach involves constructing a conceptual crossdisciplinary analysis by drawing on different strands of literature from Health Technology Assessment (HTA), public policy, and Science and Technology Studies. The authors describe that during introduction of in-hospital innovations, the social value of these technologies is at stake and that the formal evidence basis of the innovation is, by itself, inadequate to legitimise their introduction. It is then explained how MSD can help maintain public legitimisation of new technology. By sustaining mutual learning about what matters to one another, stakeholders can take their understanding of value upstream, towards value to society at large. MSD, then serves as a platform for ‘value in co-creation’: engaging in discursive appraisal of an innovation’s value. Concrete guidance is proposed for a multistakeholder appraisal of value as part of business/implementation planning in order to responsibly introduce new technologies in hospital setting. A collaborative endeavour to co-create value attends to current processes of decentralised, market-oriented introduction of in-hospital innovations. The aim isto legitimise dissemination, realise a socially-desirable impact from limited resources, and act collectively to mitigate uncertainties during the course of implementation.

The business process automation requires several information technology (IT) resources. the IT resources must provide process modeling, execution and monitoring. A recent resource is the BPEL4WS (Business Process Execution Language for Web Services) language. This XML based language allows the process workflow definition. The interactions between the process and web services are also described. The business process is defined in BPEL4WS normally with the aid of powerful graphical editors and they are executed by softwares called engines. Thus, with this language, the way from modeling until executing and maintaining the business process becomes easier. However, this business process automation method is based on the existence of a service-oriented architecture capable of efficiently delivering the information required by the process. This paper is about the development challenges related to this service-oriented architecture.

The primary purpose of this study was to investigate how a natural science teacher in a primary school practiced the Technological Pedagogical and Content Knowledge（TPACK）. This case study further probed into concepts of TPACK, key factors developing TPACK, and difficulties as to utilizing TPACK in the real teaching environment. The data was gathered from September to mid December 2010 in this case study. A natural science teacher utilized Stellarium, 3D simulation software, to assist in teaching the subject of “the moon’s movement”. In order to gain more insights from different stakeholders, the qualitative data were mainly collected from semi-structured interviews, the classroom teaching observation, teaching documents, interviews with students and relevant people, teaching daily records as well as researcher’s reflective journals. Through categorization and scenario analysis, several research findings were summarized as below: 1. With respect to the practice of a natural science teacher’ s TPACK： i. PCK：The teacher previewed the subject first and asked students to collect information about the moon on the Internet or at the library. The teacher not only designed teaching materials based on students’ life experiences and previous knowledge, but also used photographs, slides, and demonstration to facilitate learning. It was shown that teaching objectives were key indicators of arranging teaching activities. ii. The teacher’s technology capacities：The teacher utilized the Internet to know the real time movement of the moon and to plan teaching activities. Besides, e-books, slides, flash animations and movies on the astronomy website were commonly used to enhance teaching materials. iii. Cx：The teacher employed newspapers, magazines, the Internet and resources in the library to enrich teaching materials and facilitated students to realize the importance of information technology in the daily life. The teacher also tried to build an interactive and cheerful learning environment. Finally, the teacher evaluated learning outcomes with multiple assessments. 2. With respect to key factors influencing the development of TPACK： i. TPK：The teacher integrated Stellarium with other ICT tools, and applied them to teaching activities. ii. TCK：The teacher used the constellation illustration function to effectively raise students’ learning motivations. iii. TPACK：By using Stellarium to simulate the astronomical condition, the teacher facilitated students to overcome the difficulty of observing the moon in the real sky and to make the obscure subject easier to understand. iv. Through examining students’ previous knowledge, feedbacks and interaction during the class, and his teaching reflection, it was found that the teacher strengthened his TPACK. Moreover, the development of TPACK was also closely associated with conditions like the school’s ICT facilities, infrastructure and whether the teacher could be responsible for administrative duties at the school. 3. With respect to the application of TPACK to practical teachings, it was found that in addition to issues of curriculum arrangement and administrative coordination, a teacher could encounter technical difficulties and limitations of hardware resource. With particular to the development of TPACK, several key suggestions, such as offering teachers on-the-job trainings to improve their IT skills, advancing the celestial simulation software, as well as facilitating them to understand teaching subject and have further reflection, were provided in this study.