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The objective of this study is to verify the impacts of the UNESCO title Creative City of Gastronomy (CCGU) for Florianópolis, a city located in southern Brazil. The qualitative research used as instrument an interview script considering economic and cultural impacts. The research showed that Florianópolis has unique elements from the value of specific and local ingredients to a characteristic know-how loaded with social aspects and commensality. Economic benefits are observed with respect to jobs and local development, professionalization of the workforce, and increase in tourists. Cultural benefits related to preservation of recipes and ingredients was observed. [ABSTRACT FROM AUTHOR]

The purpose of the present paper is to map the characteristics of scientific papers related to culinary arts education and the competencies models theory. The methodology consists of co-word, co-citation, citation, coauthor bibliometric analysis, and the generation of visual maps on VOSviewer software. The results found 17 publications, 12 journals, 37 authors, 9 countries, 46 keywords, and 623 references. Scopus database is the one that shows more results; the search terms are competencies and culinary arts. The most critical years are in terms of the number of published papers, 2016 and 2017. The leading journals are The Culinary Science & Technology and Hospitality & Tourism Education. The research on the theme is based on subjects' labor relations, in the context in which they perform their training. American authors lead the ranking of publications, but they are not the most cited ones, no relationship is found in the institutional links of these authors. The contribution that this bibliometric study presents acts as a support for future research in order to avoid mistakes regarding the use of scattered terms, database choice, methods gaps, main references, and the main authors about competencies models theory on culinary arts education. [ABSTRACT FROM AUTHOR]

Knowledge sharing visibility (KSV) is a critical environmental factor which can reduce social loafing in knowledge sharing (KS). This is especially true in ICT [information and communication technology]-based KS in learning organisations. As such, it is imperative that we better understand how to design technology enabled knowledge management systems (KMS) to support high KSV. This article examines the impact of knowledge management technology functions (e.g. tracking, knowledge storing) on KSV through qualitative analysis of 16 semi-structured interviews with participants in a Chinese company. Impact and implications of use for their existing KMS are examined. This article also examined the effects of department characteristics (i.e. group size and task characteristics) and individual roles (i.e. employee positions) on the IT-KSV relationship. Results encourage applied statistical, tracking, knowledge distribution and knowledge storing functions for monitoring explicit KS, and suggest integration of visualised knowledge maps with communication tools (e.g. Instant Messenger (IM)) to support visibility for implicit KS. Findings also suggest that KM technologies are more salient on improving KSV in large department with routine tasks, and that low-level employees may have more positive attitude on accepting communication tools on sharing knowledge. Extension to use of Web 2.0 technologies (e.g. weblogs) in KMS is also explored. (Contains 7 tables and 1 figure.)

Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper assesses the effect of blended learning on perceived individual student interest, utilizing a blend of online and face-to-face discussions. The study employed a quasi-experimental design consisting of two different treatment groups, online discussions versus face-to-face discussions. Data were analyzed using the t-test technique. Results from the study suggest that there was no statistical difference in subjects' perception of interest in both the online and face-to-face discussions. However, from observation, subjects in the online discussions were eager to engage in textual dialogue and therefore, participated more in the discussions compared to the face-to-face discussions. (Contains 1 figure and 4 tables.)

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. In order to investigate the phenomenon of intrinsic motivation in technology-supported learning environments, this paper investigates the factors deemed to support individual student intrinsic motivation in online discussions. A research model is presented based on research into motivation, and the specific areas of self-determination and curiosity provide a framework for the model. Mean scores for both online discussions and face-to-face discussions were compared using a two-tailed t-test for the six constructs of perceived competence, perceived challenge, feedback, perceived choice, perceived interest, and perceived curiosity. Results from the study showed that online discussions provided significantly stronger mean ratings (t = 3.2) for perceived choice than did face-to face-discussions, while online discussions gave somewhat significantly stronger mean scores for perceived competence (t = 1.84) than similar face-to-face discussions. Feedback obtained identical mean scores for both online and face-to-face discussions, as did perceived interest, while the slightly higher differences in the online situation were not significant for perceived challenge (t = 0.96) or perceived curiosity (t = 1.19). Assessing the factors deemed to support individual student intrinsic motivation may assist in enhancing intrinsically motivated behavior in technology-supported learning environments. This would assist Web course designers and science educators to create online learning programs that best utilize students' capacity for learning and academic performance. The Web, with no direct verbal face-to-face interaction, lends itself better to online discussion in a more structured manner by enabling students to communicate more comfortably with their peers and provides a more egalitarian environment, where participants share the same tools and opportunities to communicate. The creation of online learning programs provides students significant opportunities for learning, such as the extended exchange of ideas and expertise where students can read, respond to, or initiate comments in a virtual meeting space. (Contains 11 tables and 2 figures.)

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional classroom environments without technological support. In order to investigate the phenomenon of intrinsic motivation in technology-supported learning environments, this paper examines factors that support individual student intrinsic motivation in online discussions. A research model is presented based on research into motivation, and the specific areas of self-determination and curiosity provide a framework for the model. A qualitative research methodology is used to validate the model. Results from the study indicate that five factors; perceived competence, perceived challenge, feedback, perceived interest and perceived curiosity, were strongly supported, with partial support for the construct of perceived choice. (Contains 4 tables and 2 figures.)

Examines the need for virtual workspaces and describes the architecture, design, and development of GroupSystems for the World Wide Web (GSWeb), an HTML/JavaScript Web-based Group Support System (GSS). GSWeb, an application interface similar to a Graphical User Interface (GUI), is currently used by teams around the world and relies on user feedback and requests to refine features. (PEN)

A methodology for developing a strategic, long-range organizational information architecture is described. The development of a plan to identify key categories of information to enhance decision making and operational productivity is detailed. Figures and tables detail the methodology's application at the University of Minnesota. (DB)

Communicative dimensions of global virtual teams are investigated. Results of a four-year information communication technologies (ICT) project are evaluated.

This, the Dec 2002 Special Issue of IEEE Transactions on Professional Communication, is devoted to information and communication technology (ICT) studies. The focus is on the impact of the interation of professional culture.