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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.
Microrods and microlines by three-dimensional epitaxially grown GaN for field emission cathodes
(2017)
The three-dimensional epitaxial technique allows the realization of gallium nitride lines in addition to the rods. To optimize the properties of GaN-based field emission cathodes further investigations and an improvement of the epitaxial process were performed. The microrods and microlines consist of a one-order higher n-doped gallium nitride in comparison to the gallium nitride layer on the sapphire substrate. The typical height of the microrods and -lines is about 5 μm. The field emission properties of these structures were investigated in diode configuration by integral field emission measurements at pressures below 10 -9 mbar. For the microrods (microlines) a voltage of 1100 V (2000 V) was measured for a field emission current of about 0.5 μA with an onset field of about 12 MV/m (24 MV/m). Furthermore, the field enhancement factors for microrods and -lines are in the range of 300 and 200, respectively.
Um die Eigenschaften von Leuchtdioden zu verbessern und den Herstellungsprozess zu vereinfachen, wurde ein erweitertes Verfahren der metallorganischen Gasphasenepitaxie verwendet, um dichtgepackte dreidimensionale GaN-Säulen mit hohen Aspektverhältnis auf Chipoberflächen zu wachsen. Diese selbstorganisierenden dreidimensionalen Strukturen sollen einerseits die lichtabstrahlende Oberfläche der Leuchtdiode bei gleichbleibender Chipgröße vergrößern und andererseits durch die nichtpolaren Kristallebenen an den Seiten- und Deckflächen der Säulen die Effizienz dieser Bauteile erhöhen. Messungen an ersten Bauteilen, die mit dieser Methode realisiert wurden, zeigen eine homogene blaue Emission bei Wellenlängen von 450 nm und abgestrahlte Lichtleistungen von bereits mehr als 50 mW bei Stromdichten von 120 A/cm². Diese Ergebnisse sind bereits sehr vielversprechend und lassen eine deutliche Performancesteigerung bei Optimierung der Herstellungstechnologie erwarten.
Photoacoustic spectroscopy is an efficient method to detect the concentration of trace gases with following advantages: short response time, high sensitivity, continuous and real-time monitoring and the option of miniaturization without the need of complex mirror-based multi-pass cell designs. A micromechanical cantilever is used as a key component in a two-part "Cantilever-Resonator" system that detects the weak photoacoustic signal. The resonance frequency of cantilever needs to be tuned to match the resonance frequency of resonator in order to achieve the maximum vibration amplitude of the "Cantilever-Resonator" system. This paper reports a post-fabrication method to tune the resonance frequency of cantilevers via focused ion beam (FIB) and a capacitive solution for the cantilever to transform the acoustic signal to electrical signal.
Different higher education backgrounds in China and Germany led to challenges in the curriculum design at the beginning of our cooperative bachelor program in Optoelectronics Engineering. We see challenges in different subject requirements from both sides and in the German language requirements for Chinese students. The curriculum was optimized according to the AS IIN criteria, which makes it acceptable and und erstandable by both countries. German students are integrated into the Chinese class and get the sa me lectures like their Chinese colleagues. Intercultural and curriculum challenges are successfully solved. The results are summarized to provide an example for other similar international programs.
This White Paper outlines how the ethical discourse on cybersecurity has developed in the scientific literature, which ethical issues gained interest, which value conflicts are discussed, and where the “blind spots” in the current ethical discourse on cybersecurity are located. The White Paper is based on an extensive literature with a focus on three reference domains with unique types of value conflicts: health, business/finance and national security. For each domain, a systematic literature search has been performed and the identified papers have been analysed using qualitative and quantitative methods. An important observation is that the ethics of cybersecurity not an established subject. In all domains, cybersecurity is recognized as being an instrumental value, not an end in itself, which opens up the possibility of trade-offs with different values in different spheres. The most prominent common theme is the existence of trade-offs and even conflicts between reasonable goals, for example between usability and security, accessibility and security, privacy and convenience. Other prominent common themes are the importance of cybersecurity to sustain trust (in institutions), and the harmful effect of any loss of control over data.