Flexible resources allocation techniques: characteristics and modelling

At the interface between engineering, economics, social sciences and humanities, industrial engineering aims to provide answers to various sectors of business problems. One of these problems is the adjustment between the workload needed by the work to be realised and the availability of the company resources. The objective of this work is to help to find a methodology for the allocation of flexible human resources in industrial activities planning and scheduling. This model takes into account two levers of flexibility, one related to the working time modulation, and the other to the varieties of tasks that can be performed by a given resource (multi–skilled actor). On the one hand, multi–skilled actors will help to guide the various choices of the allocation to appreciate the impact of these choices on the tasks durations. On the other hand, the working time modulation that allows actors to have a work planning varying according to the workload which the company has to face

Technologies to develop technology: the impact of new technologies on the organisation of the innovation process.

Companies are under increasing pressure to develop new product more effectively and efficiently. In order to meet this challenge, the organisation of the new product development process has received ample attention both in the academic literature and in the practitioner literature. As a consequence, a myriad of methods to design new products has been developed. These methods aim at facilitating concurrent product design and engineering. However, it is only recently, through the advent of families of new design technologies, that concurrency really becomes possible. In this paper, research on the impact of new design technologies on the product development process is reported and discussed. It is demonstrated that these technologies can have a significant impact on the organisation of innovation processes.Processes;

Towards data exchange formats for learning experiences in manufacturing workplaces

Manufacturing industries are currently transforming, most notably through the introduction of advanced machinery and increasing degrees of au- tomation. This has caused a shift in skills required, calling for a skills gap to be filled. Learning technology needs to embrace this change and with this contri- bution, we propose a process model for learning by experience to understand and explain learning under these changed conditions. To put this process into practice, we propose two interchange formats for capturing, sharing, and re- enacting pervasive learning activities and for describing workplaces with in- volved things, persons, places, devices, apps, and their set-up

A Critical Review of Contemporary Practice and Educational Research in Internationalisation within the business education subject communities

This report critically reviews contemporary educational research and practice in the field of internationalisation within the business education subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and intercultural learning. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in business education curricula. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research in the field. The report is structured as a reference text around key themes and issues emerging from the review, providing the reader who has a particular interest or issue in their practice with an outline of key texts which can be followed up as appropriate

Strange Carers

The present comment focuses on the distinction between attachment as bond formation and expectations of availability and responsiveness (security) within attachment relationships. We enumerate key components of bonding and functions of carer secure base support. Our analysis has implications for design and suggests that robots are unlikely to serve effectively as sole carers. Even with robots as part-time carers, attachment-like bonds would likely focus on human carers. Similarly, although infants and children would certainly build expectations regarding the availability and responsiveness of robot carers, the quality of human care would probably be the determining influence on later development and competence. Notwithstanding their limitations of robots as attachment figures they have considerable potential to extend parental care and enrich infant exploration. The Sharkey’s paper and further consideration of robots as carers for infants, children, older adults, an

Formando las contribuciones del aprendiente en el aula de idioma extranjero: Una perspectiva desde el análisis de conversación

Indexación: Scopus.The present study sought to demonstrate the importance that the shaping of learner contributions has in the provision of opportunities for participation and learning in the EFL classroom. A particular set of interactional features that can shape learners' utterances were examined: scaffolding, requests for clarification and confirmation checks. These features have been found to promote language participation and learning from a classroom discourse perspective (Walsh, 2002; Walsh and Li, 2013; Can Daskin, 2014). The study was also informed by the sociocultural concept of learning as a social affair that is achieved through participation (Lantolf, 2000; Donate, 2000; Mondada & Pekarek, 2004). A Conversation Analysis (CA) methodology was used to analyse two extracts collected in EFL classrooms at a language institute in Santiago, Chile. Findings suggested that when teachers shape their learners' contributions by means of scaffolding, clarification requests and confirmation checks in a pedagogical environment that promotes conversation, participation and learning will likely be enhanced. © University of Chile. All rights reserved.El presente estudio intentó demostrar la importancia que la forma de las contribuciones lingüísticas tiene en la provisión de oportunidades de participación y en el aprendizaje en el aula. Se examinó un conjunto particular de características interaccionales que pueden dar forma a los enunciados de los alumnos: andamiaje lingüístico, solicitudes de aclaración y comprobaciones de confirmación. Se ha demostrado que estos rasgos interaccionales promueven la participación y el aprendizaje desde una perspectiva de discurso en el aula (Walsh, 2002; Walsh y Li, 2013; Can Daşkın, 2014). El estudio utilizó el concepto sociocultural del aprendizaje como un logro social conseguido a través de la participación (Lantolf, 2000; Donato, 2000; Mondada & Pekarek, 2004). Se utilizó una metodología de Análisis de Conversación (CA) para examinar dos extractos recogidos en aulas de inglés como lengua extranjera en un instituto de idiomas en Santiago de Chile. El análisis sugirió que si los profesores forman las contribuciones de sus alumnos adecuadamente y en un ambiente pedagógico que busque desarrollar fluidez, la participación y el aprendizaje serán facilitados.https://lenguasmodernas.uchile.cl/index.php/LM/article/view/4922

Co-guarantor attributes: a systemic approach to evaluating expert support

The paper suggests features of a generic framework which can assist in highlighting good practice as well as revealing shortcomings in expert support for management decision-making. Following the earlier writings of Habermas, I argue that expertise might be identified and considered as a set of �co-guarantor attributes� based upon knowledge constitutive interests. Co-guarantor attributes can be used as a benchmark for evaluation, where affirmative features of expert support can be identified as well as the incidence of �false guarantor� attributes which might be significant in perpetuating costly and unsuccessful intervention

Developing Project Managers’ Transversal Competences Using Building Information Modeling

The emergence of building information modeling (BIM) methodology requires the training of professionals with both specific and transversal skills. In this paper, a project-based learning experience carried out in the context of a project management course at the University of Extremadura is analyzed. To that end, a questionnaire was designed and given to students who participated in the initiative. Results suggest that BIM can be considered a virtual learning environment, from which students value the competences developed. The emotional performance observed was quite flat. Similarly, students valued the usefulness of the initiative. Students expressed a desire for the methodological change of the university classes, and thought that BIM methodology could be useful for other courses. The results obtained show a line of work to be done to improve the training of students and university teaching