Transcription 1 Counselling troubled adolescents in New Zealand secondary schools:
When it came to problems in applications, it was generally assumed that the systems work had to be done by systems analysts who had to ask the users about the requirements. The analysts would merely assist in this work. It then became clear that there were many functionalities to be specified for the system that could not be identified as pre-existing requirements, but, rather had to be created during the systems work.
Mats Lundeberg became a leader in this development. Handling Change Processes seems to me very interesting and important to the field of IT applications. The introduction of new information handling resources is likely to entail changes in the organization and how to handle these becomes an important question.
Mats has shared with me a deep interest in the problem of how information is related to data and to knowledge. This I have found very stimulating. Many persons have emphatically insisted that information is not knowledge.
Of course, such statements are rather pointless as long as no one knows what knowledge really is. During these last few days, in thinking around the stimulating work I have been doing together with Mats over the years past, there has come to my mind a rather simple analysis of the relation between Information and Knowledge.
It is often pointed out that a simple collection of separate fact or information messages does not con- x Exploring Patterns in Information Management stitute knowledge.
Thus while one may think of separate statements, separate information messages do not exist. Now this linking implies that inferences may be drawn from the message through pre-knowledge, and the possibility to make inferences from a message seems to be a very reasonable qualification for knowledge.
I said that this rather sudden insight has struck me in these few days but it agrees with an earlier intuition THAIS 1 that information could be seen as increments of knowledge. As I came upon the thought that it can be so simply demonstrated that information is knowledge, while thinking over my work together with Mats over many years, I find it natural to feel that this is one more influence from him — though I am myself to blame for any critique it may generate, of course.
To finish, I want to congratulate Mats on his birthday and I am very pleased to see the very interesting contents list for this book in his honour.
Table of Contents Acknowledgements Information Systems for Concerted Actions The Paradox of Perfect Knowledge Patterns of Change and Action: Change Work in Organisations: Patterns in Change Projects: Errors Help Users Learn?
IT Projects and the X Model Patterns in Information Management: A Commentary on the Lundeberg Framework Defining Tasks and Structuring Relationships Information Technology versus Information Systems Phenomena This is a question that has challenged Mats Lundeberg during his research career, and it is a question to which he has given several important answers through his research.
This book contains contributions from a number of researchers, colleagues of Mats Lundeberg, who in various ways have addressed the question of what the field is about, devoting time, energy and creativity to subjects they feel are important research topics in information management.
Many of the contributors in this volume also play and have played important roles in the shaping of the field. We believe that the collection of chapters in this volume outlines part of the identity of the field of information management. Our first and foremost aim with this volume, however, is that you, the reader, will gain new insights that you find valuable in your role as a student, reflective practitioner, or researcher.
The occasion and direct reason for coming together and writing this book is to celebrate Mats Lundeberg on his 60th birthday. The title of this book contains a number of keywords that we may group into several themes that are important to Mats Lundeberg in his research, to the contributors to this book, and to the book itself.(Wednesday Audiences from February, ) Therefore, this also applies for human beings: only if there is love, if hearts are opened, can one person truly know the other.
to singling out a common “Christian soul” in the world and in the formulation of new proposals of human coexistence. The claim that only such human beings are 'persons' should be seen for what it is: a stipulation designed to convey a particular view of which human beings have dignity and possess rights.(22) It is clear that on this secularist view of human dignity it has not been difficult to rationalise abortion, embryo experimentation, infanticide.
May 20, · The School is committed to excellence in education; it strives to fulfill the unique potential of each student in a supportive and challenging holistic learning environment that prepares him or her for continuing education and an active and responsible role in a multicultural world.
After all, one may assume that the coming of a New World is much more than a new social, scientific or religious paradigm: it means the change from a very troublesome, not to say absurd, human condition to a fully harmonious supramental, i.e.
Learning New Languages Broadens the World View and Culturally Enriches Human Beings. Social studies is the study of people in relation to each other and to their world.
It is an issues-focused and inquiry-based interdisciplinary subject that draws upon history, geography, ecology, economics, law, philosophy, political science and other social science disciplines.