Los paradigmas, las técnicas y las prácticas producto de tradiciones regulan las formas de transmisión del saber, estableciendo las concepciones de sujeto, así como las nociones de cuerpo, de prácticas corporales y, sobre todo, de cómo se educa lo “corporal”.

A new impetus for recollecting information seems regaining appeal, maybe heir of the “social indicators movement”. The movement was an heir to the supporters of quantification in the Social Sciences, as numbers were believed to be objective and scientific per…

Este artículo se propone sintetizar las principales ideas de las ponencias presentadas en la Mesa de Trabajo “Los problemas de las Gimnasias” que se desarrolló en el marco del 9° Congreso Argentino y 4° Latinoamericano de Educación Física y Ciencias…

Since its inception, the social sciences have tried to legitimate their scientific criteria so that the knowledge generated by social research is deemed valid and reliable. With this objective in mind, a series of techniques, norms, processes, rules and procedures…

Implementing a model for Program Management in the Telecommunications Sector forced to watch the program management through a broader and a higher level than project management.
Program management must be seen as part of the overall business strategy as a…

Žinių samprata yra sudėtinga, įvairi ir daugiaprasmė. Moksliniu požiūriu žinių prigimtį ir esmę jau keletą dešimtmečių tyrinėja įvairių sričių mokslininkai, tačiau iki šiol nėra sukurtos visuotinai pripažintos žinių potencialo vertinimo metodikos, vartojamos skirtingos sąvokos, nesutariama, kokie veiksniai yra esminiai vertinant…

2010

2010

The competitive approach to the theory of knowledge management has allowed the first decade of the twenty-first century government institutions will focus on human resources as feedstock to generate knowledge in the organization that benefits users of various government, Solving…

1. Academic’s knowledge mobilization , 2. Formation of a Community of Practice
for a K-12 inter-institutional project, 3. K-12 schools participants and context, 4. Educational experiences from the research field, Conclusions