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The concept of Personal Knowledge and Information Management (PKIM) is, among others, based on two heories: Personal Information Management (PIM) and Personal Knowledge Management (PKM) which were, hitherto, the subject of separate studies. Moreover, the PKIM concept is relating to the so-called Information Literacy (IL), which is a concept of information skills and competences of individuals. According to the literature, in practice the person who manages knowledge has to be information literate.
Some of the empirical studies results in the PKIM scope, started in Poland (Świgoń, 2012) and recently conducted in Germany, are presented in this article.
The aim of the PKIM empirical studies was to get to know the individuals’ opinions about management of knowledge and information in the context of learning and studying. This part of the studies in Germany asked the following research questions (analogical to studies in Poland): 1. What are the main definitions, dimensions and manifestations of management of knowledge and information through the eyes of individuals (students)?; 2. What is the difference, if any, between knowledge management and information management in the opinion of students?; 3. What is the role of knowledge and information management in studying and other spheres of life?; 4.Which factors influence management of knowledge and information in students’ opinion? The qualitative method was used with an unstructured questionnaire. Respondents were asked to share their own opinions according to the abovementioned open questions in a written form.
Questionnaires were distributed during classes at the Brandenburg University of Technology, Cottbus (BTU) in January 2013. Finally 62 opinions were analysed.
In the light of these empirical studies results, as well as the literature review Świgoń, 2012), three concepts: PIM, PKM and IL are compatible and merged with each other.
Individuals perceive knowledge and information as well as knowledge management (KM) and information management (IM) as integrated areas of interests. Although they do see differences between them (knowledge vs. information, KM vs. IM), the issue of interconnections and relations seem more important. KIM is the process of following steps: gathering, selecting, organising, disseminating and using. In the context of personal knowledge and information, this process involves personal needs, objectives and benefits. Individuals understand that this process, or set of activities is strongly connected with their and skills. These are not only the so-called information skills, but knowledge skills as well, because they tion of new information and knowledge. Sometimes KIM is perceived as a way of coping with information ovabilities involve creative thinking, reflection and creaerload. Thiscompetence is not easy and depends on personal abilities, especially in selecting of information.
Moreover, it depends on appropriate education and training, sometimes on other people, colleagues and experts, and sometimes on technology. All factors and variables influencing on KIM can be negative or positive in their nature. Furthermore, they are related to three categories: personal characteristics, environment (macro and micro environment), and to knowledge and information sources.
Die Wirkungsweise einer aufgeklebten Biegezugverstärkung kann aufgrund der umfangreichen Forschung der letzten Jahrzehnte nun gut beschrieben werden. Eine wesentliche Rolle spielt hierbei der Verbund zwischen Beton und aufgeklebter Bewehrung, welcher durch die mäßige Zugfestigkeit der oberflächennahen Betonschichten charakterisiert wird. Dieser Aufsatz gibt einen historisch orientierten Abriss der Entwicklung des derzeitigen Kenntnisstands zur mechanischen Beschreibung der Wirkungsweise der aufgeklebten Bewehrung an. Dazu wird zunächst auf das Verbundverhalten der aufgeklebten Bewehrung sowie die übertragung auf das Bauteil und danach auf den weiteren Einfluss des Verbundes auf das Bauteilverhalten eingegangen.