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Cybernetics is a powerful unifying concept. It can break down the barriers existing within technology itself, as well as those dividing science from technology. But these barriers are ultimately symbols of general cultural attitudes and consequently a general change of attitude will also be needed. This general change must be achieved through education and the development of the interdisciplinary science of cybernetics.
The general problems of cybernetics were considered from an educational point of view in an address to the Convegno de Cibernetica Scolastica, in Messina, Sicily. To do…
The general problems of cybernetics were considered from an educational point of view in an address to the Convegno de Cibernetica Scolastica, in Messina, Sicily. To do this satisfactorily the meaning of cybernetics should be discussed and the history of the emergence of the subject area reviewed with special reference to the future. Important implications for education are presented.
Gives reports and surveys of selected current research and developments in systems and cybernetics. They include: Cybernetics and Education, Automation and Cybernetics, Fuzzy Control in Real Life and Machine Vision.
At the Corporate Computer Security '89 Conference, held in London, UK, earlier this year there was a plea for a computer security code of practice to curb increasing industrial sabotage. In the UK such a code is to be introduced after increasing concern about system sabotage through industrial espionage. At this computer industry conference cases of such espionage by intelligence services, vandals, disenchanted employees and terrorist groups were cited. An estimate of the cost of computer failures and sabotage has been made by the accountants Coopers and Lybrand who say that these activities are costing companies up to a billion pounds a year.
The purpose of this paper is to evaluate key implications of globalisation for business schools, and to put structural alignment of academic structures with the Bologna…
The purpose of this paper is to evaluate key implications of globalisation for business schools, and to put structural alignment of academic structures with the Bologna Declaration in a broader strategic alignment with the needs of a knowledge‐driven society and a socially sustainable development.
The analysis uses systems theory for analysing dynamic change in society and a synthesis of its influences on business education, as we see the Bologna Process is neither conceived nor implemented with sufficient care for holism in the European effort to become an innovative society.
Business schools should extend their transformation effort beyond the Bologna Process and align their strategic model of operation with societal needs by integrating social requirements into their strategic framework.
Research focuses on key external developments in business education at a transnational level. Future research should focus on the exploration of the business school response to social change in a local context.
A requisitely holistic picture of contextual change offers business school leaders deeper understanding of external implications for aligning schools with societal needs.
Emerging social challenges in Europe are taken as the starting point for realigning a strategic model of business school operation with societal needs and the business world with the aim to improve schools' accountability and their evolvement into socially engaged actors with innovative approaches.
The paper presents a systemic and requisitely holistic view of social change for aligning the business school model of operation with the broader needs of a knowledge‐driven society that stretches beyond the formal academic structures unification in the Bologna Process.
The main objective was to establish which are the most important phases within the invention‐innovation processes in Slovenian vocational education and training. We…
The main objective was to establish which are the most important phases within the invention‐innovation processes in Slovenian vocational education and training. We focused on the most important “outcome” of the educational process – the innovative student and tried to establish his/her interdependence with the teacher, educational system and supporting environment.
We used questioner for analyses of the current situation on performing the mentioned chain and influencing factors. We used descriptive statistics and correlations among variables (Pearson correlation coefficient). The study was conducted among secondary school teachers.
The results show that teachers are aware of the importance of innovative processes. But the level of their non‐optimal support depends on their knowledge, experience and motivation as well as the school system at micro level. On macro level, the local community, regional and national support are the influencing factors. Concerning systemic approach, there is still a lot to be done at the national level. The paper presents the most important topics which require further improvements.
We showed key findings concerning current situation. Owing to the complexity of the problem we could not identify all the reasons for such situation which is an important motive for further research. Also a target group of interviewees represents a limitation.
The results are useful for teachers/mentors, for school principals, for Slovenian supporting environment and for the educational system leaders, who can contribute more in creating innovative environment.
Paper attempts to measure a complex subject of innovation processes in school in close interdependence with the teacher, educational system and supporting environment. Also major findings are important.
Considers the material impact of computers and cybernetics in the 1980s. Summarizes some of the then current principal applications. Looks at the contribution made by cybernetics to computer development in the period 1940‐1981. Emphasises the widely held belief of the day that “anyone must have some understanding of computers and their operation to understand much about cybernetics”. The re‐published work served as a guide and introduction to using the digital computers of the 1980s in systems and cybernetics research and developments and was one in a series of 12 texts prepared by some well‐known cyberneticians and systemists on important topics in these inter‐ and trans‐disciplinary sciences.