Algorithms for clustering data

How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

MKT 6009 Marketing Internship (0 semester credit hours) Student gains experience and improves skills through appropriate developmental work assignments in a real business environment. Student must identify and submit specific business learning objectives at the beginning of the semester. The student must demonstrate exposure to the managerial perspective via involvement or observation. At semester end, student prepares an oral or poster presentation, or a written paper reflecting on the work experience. Student performance is evaluated by the work supervisor. Pass/Fail only. Prerequisites: (MAS 6102 or MBA major) and department consent required. (0-0) S MKT 6244 Digital Marketing Strategy (2 semester credit hours) Executive Education Course. The course explores three distinct areas within marketing and sales namely, digital marketing, traditional sales prospecting, and executive sales organization and strategy. The continuing convergence of the digital marketing and sales funnels has created a strategic continuum from digital lead generation to digital sales. The course identifies the current composition of this digital continuum while providing opportunities to evaluate sales and marketing digital strategies. Prerequisites: MKT 6301 and instructor consent required. (2-0) Y MKT 6301 (SYSM 6318) Marketing Management (3 semester credit hours) Overview of marketing management methods, principles and concepts including product, pricing, promotion and distribution decisions as well as segmentation, targeting and positioning. (3-0) S MKT 6309 Marketing Data Analysis and Research (3 semester credit hours) Methods employed in market research and data analysis to understand consumer behavior, customer journeys, and markets so as to enable better decision-making. Topics include understanding different sources of data, survey design, experiments, and sampling plans. The course will cover the techniques used for market sizing estimation and forecasting. In addition, the course will cover the foundational concepts and techniques used in data visualization and \"story-telling\" for clients and management. Corequisites: MKT 6301 and OPRE 6301. (3-0) Y MKT 6310 Consumer Behavior (3 semester credit hours) An exposition of the theoretical perspectives of consumer behavior along with practical marketing implication. Study of psychological, sociological and behavioral findings and frameworks with reference to consumer decision-making. Topics will include the consumer decision-making model, individual determinants of consumer behavior and environmental influences on consumer behavior and their impact on marketing. Prerequisite: MKT 6301. (3-0) Y MKT 6321 Interactive and Digital Marketing (3 semester credit hours) Introduction to the theory and practice of interactive and digital marketing. Topics covered include: online-market research, consumer behavior, conversion metrics, and segmentation considerations; ecommerce, search and display advertising, audiences, search engine marketing, email, mobile, video, social networks, and the Internet of Things. (3-0) T MKT 6322 Internet Business Models (3 semester credit hours) Topics to be covered are: consumer behavior on the Internet, advertising on the Internet, competitive strategies, market research using the Internet, brand management, managing distribution and supply chains, pricing strategies, electronic payment systems, and developing virtual organizations. Further, students learn auction theory, web content design, and clickstream analysis. Prerequisite: MKT 6301. (3-0) Y MKT 6323 Database Marketing (3 semester credit hours) Techniques to analyze, interpret, and utilize marketing databases of customers to identify a firm's best customers, understanding their needs, and targeting communications and promotions to retain such customers. Topics

Marketing for management.

Emotion and Adaptation

As tecnologias educacionais com base na Web tem obtido excelente resultados nas ultimas decadas. Atualmente, diversos cursos no exterior e no Brasil sao oferecidos na modalidade “educacao a distância” onde a Internet e a plataforma base de comunicacao e interacao entre alunos e professores. Com os grandes avancos da Internet e a necessidade de oferecer formas mais eficazes de aprendizagem na Web, duas linhas de pesquisa estao em crescente expansao. A primeira delas e a Web Semântica que desenvolve tecnologias que permitem ao computador compartilhar e manipular as informacoes contidas na Web de forma adequada e inteligente. Com o uso desta tecnologia ambientes de aprendizagem ou agentes de software podem interagir entre si, trocar informacoes e auxiliar professores e alunos a selecionar, combinar e classificar o conteudo disponivel na Web. E a segunda e a Web 2.0, ou web Social, onde os usuarios sao beneficiados por diversas ferramentas para compartilhar e construir “conhecimento” de forma simples, interativa e colaborativa. O objetivo deste trabalho e estimular as pesquisas nacionais nestas areas apresentando o estado da arte sobre o uso da Web Semântica e da Web 2.0 no cenario educacional e a recente intersecao destas tecnologias para promover a nova geracao de ambientes educacionais para Web 3.0.

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Estado da Arte em Web Semântica e Web 2.0: Potencialidades e Tendências da Nova Geração de Ambientes de Ensino na Internet

Physical artifacts and biological systems have been studied from a variety of perspectives in different disciplines. These entities show many common characteristics and are investigated using similar notions except for one important aspect: functionality. Notwithstanding many attempts, the search for a unified notion of functionality that could encompass both the functions attributed to natural objects, like biological organisms, as well as those attributed to designed objects, like artifacts, to date has remained an open challenge. Deepening an earlier characterization of engineering functions, this paper starts with an introduction to the notions of behavior and context, which become the basic blocks for the construction of a general framework for a unified definition of function. The approach distinguishes three types of functional contexts (systemic, user and design) and clarifies the role of goals in defining biological and artifact functions. Finally, it shows that the notion of systemic function, as detailed in the paper, succeeds in comprising both biological and artifact functions. The proposal is evaluated against a collection of desiderata and examples taken from the literature.

A unifying definition for artifact and biological functions

To facilitate shared understandings of several models of collaborative learning, and collect rational models of effective collaborative learning, we have been constructing a system of concepts to represent collaborative learning sessions relying on existing learning theories. We call the system of concepts Collaborative Learning Ontology, and have been extracting and representing models inspired by the theories with the ontology. In this paper, as a part of the ontology, we concentrated on clarifying behavior and roles for learners in collaborative learning sessions, conditions to assign appropriate roles for each learner, and predictable educational benefits by playing the roles. The system of concepts and models will be beneficial to both designing appropriate groups for collaborative learning sessions, and interaction analysis among learners to assess educational benefits of the learning session.

Learners’ Roles and Predictable Educational Benefits in Collaborative Learning

Computer systems in which autonomous software agents negotiate with one another in order to come to mutually acceptable agreements are likely to become pervasive in the next generation of networked systems. In such systems, the agents will be required to participate in a range of negotiation scenarios and exhibit a range of negotiation behaviours (depending on the context). To this end, this talk explores the issues involved in designing and implementating a number of automated negotiators for real-world electronic commerce applications. R. Mizoguchi and J. Slaney (Eds.): PRICAI 2000, LNAI 1886, p. 1, 2000. © Springer-Verlag Berlin Heidelberg 2000 Information Geometry of Neural Networks

PRICAI 2000 Topics in Artificial Intelligence

This introductory chapter opens the doors to the field of Intelligent Tutoring Systems (ITS) and ITS research. A historical perspective provides insight into the genesis of the field, which is a prerequisite for understanding the recent advances presented in the book. Challenges specific to the field are introduced, and the community and its dynamics are described. The chapter ends with a presentation of the book’s contents and organization.

Riichiro Mizoguchi

Papers

Estado da Arte em Web Semântica e Web 2.0: Potencialidades e Tendências da Nova Geração de Ambientes de Ensino na Internet

A unifying definition for artifact and biological functions

Learners’ Roles and Predictable Educational Benefits in Collaborative Learning

PRICAI 2000 Topics in Artificial Intelligence

Introduction: What Are Intelligent Tutoring Systems, and Why This Book?