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Gotowa bibliografia na temat „Digital”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 31 sierpnia 2024

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Artykuły w czasopismach na temat "Digital"

Pangrazio, Luci, i Julian Sefton-Green. "Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference?" Journal of New Approaches in Educational Research 10, nr 1 (15.01.2021): 15. http://dx.doi.org/10.7821/naer.2021.1.616.

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Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues –digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical ‘action points’ that might optimise these responses to the benefit of the individual and society.

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SANTI, Prof Ph D. Elena-Ancuța. "Book Review-EDUCAȚIA DIGITALĂ [DIGITAL EDUCATION]". Pro Edu. International Journal of Educational Sciences 3, nr 4 (27.01.2021): 85–88. http://dx.doi.org/10.26520/peijes.2021.4.3.85-88.

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The volume Educația digitală [Digital Education] (2020), published by Polirom Publishing House (Iași), is the result of a new and necessary collective effort in the times when the Romanian school is going through the global pandemic context and is trying to identify the most efficient solutions to continue the teaching process and to realize it at higher qualitative standards. The coordinators of this work are well-known personalities in the domain of Educational Sciences, with vast experience, with vision and innovative spirit, authors of books, studies and research works, prize-winning, being appreciated by the academic community, actors with an important role in the process of elaboration of educational policies on a national level and vectors of the promotion and realization of quality in education: Univ. Prof. Ph.D. Ciprian Ceobanu - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Univ. Prof. Ph.D. Constantin Cucoș - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Assoc. Prof. Ph.D. Olimpius Istrate - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest; Univ. Prof. Ph.D. Ion-Ovidiu Pânișoară - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest.

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AA VV, AA VV. "Digital dentistry/Odontoiatria digitale". Dental Cadmos 01, nr 01 (lipiec 2022): 143. http://dx.doi.org/10.19256/abstract.cduo.09.2022.

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Sarma, Dr T. V. G. "Digitlal Economy and Digital Divide: Balancing for Growth". International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICDEBI2018 (3.10.2018): 228–30. http://dx.doi.org/10.31142/ijtsrd18710.

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Nortvig, Anne-Mette. "Digital fordobling af lærere". Learning Tech, nr 6 (19.08.2019): 250–72. http://dx.doi.org/10.7146/lt.v4i6.110905.

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Digitale læringsplatforme forventes anvendt i alle fag i skolen i stadig større grad, men dette synes ikke altid meningsfuldt i praktisk-musiske fag, hvor der snarere arbejdes praktisk, kropsligt og analogt end digitalt. Som deltagende skole i det større projekt om Anvendelse af Digitale Læringsplatforme i Folkeskolen eksperimenterede en gruppe lærere med en digital læringsplatform i blandt andet musik samt håndværk og design med henblik på at lade platformen bidrage til løsninger på udfordringer i undervisningen frem for at lade den være omdrejningspunktet for projektet. Denne artikel beskriver og diskuterer på baggrund af disse eksperimenter, hvordan lærere i folkeskolen kan inddrage en digital læringsplatform på meningsfulde måder i praktisk-musiske fag. Artiklen bidrager med narrativer og casebeskrivelser af disse it-didaktiske design, og de belyses gennem lærernes observationer og evalueringer af eksperimenterne med den digitale læringsplatform. Artiklen introducerer og diskuterer endvidere begrebet om "den digitalt fordoblede lærer" og peger på, hvordan en sådan med fordel kan inddrages i klasser, hvor elever har brug for gentagelse, øvelse og fysisk tilstedevær fra lærerens side.

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Amore, Giuliana. "Digital Service Act e turismo online". RIVISTA ITALIANA DI DIRITTO DEL TURISMO, nr 39 (lipiec 2023): 54–79. http://dx.doi.org/10.3280/dt2023-039003.

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Pochi anni dopo l'entrata in vigore del GDPR (General Data Protection Re-gulation o Regolamento generale sulla protezione dei dati), l'UE ha approva-to un'altra fondamentale legislazione ispirata alla protezione dei dati. Si tratta, com'è noto, del Regolamento sui servizi digitali (Digital Service Act o DSA) volto principalmente a creare uno spazio digitale più sicuro. Tutto ciò riguar-da, ovviamente, anche l'industria dei viaggi e del turismo, una delle più colpi-te dallo sviluppo digitale e tra le prime ad utilizzare le tecniche di marketing digitale per coinvolgere gli utenti: da qui, la necessità di individuare, da un la-to, l'ambito soggettivo e oggettivo di operatività del Digital Service Act, con precipuo riferimento al settore turistico; e, dall'altro, le implicazioni e i colle-gamenti sistematici tra il Digital Service Act e il GDPR.

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Robles, José Manuel, Óscar Molina i Stefano De Marco. "Participación política digital y brecha digital política en España. Un estudio de las desigualdades digitales". Arbor 188, nr 756 (30.08.2012): 795–810. http://dx.doi.org/10.3989/arbor.2012.756n4012.

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Baum, Constanze. "Digital gap oder digital turn? Literaturwissenschaft und das digitale Zeitalter". Zeitschrift für Germanistik 27, nr 2 (1.01.2017): 316–28. http://dx.doi.org/10.3726/92157_316.

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Koyama, Tomomi. "Digital Native / Digital Immigrant". Japanese Journal of Radiological Technology 68, nr 12 (2012): i. http://dx.doi.org/10.6009/jjrt.2012_jsrt_68.12.i.

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Schnakenberg, B. "Digitale Lumineszenzradiographie / Digital luminescence radiography". Kerntechnik 53, nr 4 (1.04.1989): 265–68. http://dx.doi.org/10.1515/kern-1989-530411.

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Rozprawy doktorskie na temat "Digital"

Sjölander, Anette. "Digital musikteknik i musikpraktik : Musiklärares användning av digital teknik, digitala verktygoch digitala medier". Thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161940.

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In 2011, when the new curriculum was presented, digital tools were included as a centralcontent and mainly in terms of music creation (Skolverket, 2011). The purpose of this study isto find out how music teachers use digital learning tools and how the digital learning toolsaffect them in their teaching.I have done a qualitative survey and the informants were all members of the Facebook group"Musiklärarna". There were 60 music teachers in the F-9 and upper secondary school from allover Sweden who participated in the study.The result shows that many of the respondents use digital technology. However, not all themusic teachers follows the syllabus for music (Lgr11) where it appears that the students willdevelop their ability to use digital tools for sound and music creation (grade 4-6) and digitaltools for music creation, recording and processing (grade 7-9) ( Skolverket, 2011).My conclusion is that more education is needed in digital technology for music teachers,mainly in music creation with digital tools. As a continuation of this study, it is interestingand relevant to do a research how music teachers around the country work with musiccreation.

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Fransson, Andreas, i Sebastian Frisk. "DIGITALA SÄLJPROCESSER : Digital innovation som en drivkraft för digital transformation". Thesis, Umeå universitet, Institutionen för informatik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171897.

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In today’s highly digital world a great undertaking for organizations is the transformation of value processes from the classical analog to the modern digital. How and when does this transformation unfold and could digital innovations within sales processes be a driving force for this transformation. For companies striving to achieve such change how and when transformation is possible is an important question to answer. Drawing on extent research through Vial (2019) and Skog (2019) on digital transformation, we aim to answer this question with a multiple case study design covering five different organizations with ties to a consulting firm that provides digital innovation in the form of Search Engine Optimization, web-site development and sales process development. Using the assumption that the disruption has already happened and that companies need to be ambidextrous we analyze our empirical material through key constructs in Vial’s (2019) process model of digital transformation to get a broader understanding of how and when these innovation processes facilitates responses to environmental change by resulting in digital transformation. We find that within some of these organizations a digital transformation has happened through the innovation process, but we also find that some companies are hindered in the transformation by external variables

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Sjölander, Anette. "Digital musikteknik i musikpraktik : Musiklärares användning av digital teknik, digitala verktyg och digitala medier". Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-164929.

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In 2011, when the new curriculum was presented, digital tools were included as a central content and mainly in terms of music creation (Skolverket, 2011). The purpose of this study is to find out how music teachers use digital learning tools and how the digital learning tools affect them in their teaching. I have done a qualitative survey and the informants were all members of the Facebook group "Musiklärarna". There were 60 music teachers in the F-9 and upper secondary school from all over Sweden who participated in the study. The result shows that many of the respondents use digital technology. However, not all the music teachers follows the syllabus for music (Lgr11) where it appears that the students will develop their ability to use digital tools for sound and music creation (grade 4-6) and digital tools for music creation, recording and processing (grade 7-9) ( Skolverket, 2011). My conclusion is that more education is needed in digital technology for music teachers, mainly in music creation with digital tools. As a continuation of this study, it is interesting and relevant to do a research how music teachers around the country work with music creation.

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Eberhardson, Karlsson André. "Från digitalt utanförskap till digital gemenskap : En hypotetisk väg till digital gemenskap". Thesis, Umeå University, Department of Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34955.

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We are in an emerging digital society where we are increasingly dependent on the mastery of IT and digital technologies to better carry out our everyday tasks. They cover everything from keeping in touch with family and friends to pay bills and declare. At the same time there are those who have not learned how to use the new technology and live their lives outside of the digital society. What happens to these people, in a society that is becoming increasingly digitized? Do they take harm by being in digital exclusion? It looks like this are issues that will not become less important as digital technology constantly changes. Technology of the future will be equally undesirable for tomorrow's elderly as today's technology is undesirable for today’s elderly.

This research report looks at how to find a way to get those who involuntary find themselves in digital isolation to get an entry to digital use and become part of the digital society. The report makes use of the Technology Acceptance Model (TAM) and Senior Technology Acceptance & Adoption Model (STAM), models developed to predict whether users will accept or reject a system, to find out how you may be able to get users to want to use and learn a system.

In a study reminiscent of an experiment in which four participants with low experience in IT use has been testing a simple Content Management System (CMS), and started to use IT in their work, this report concludes that there are tendencies showing that workplace could be an interesting entrance when you are trying to create an interest in IT and digital technology in those who are in the digital exclusion.

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Gustafsson, Ted, Lukas Rajala, Lukas Nee, Herman Nordin, Carl Nimhed, Gabraiel Bahnan, Jacob Almrot i Lovisa Stålebrink. "Medicinsk digital tvilling : Den digitala människokroppen". Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167034.

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Den här rapporten behandlar ett projekt utfört i kandidatkursen TDDD96 - Kandidatprojekt i programvaruutveckling. Projektet är utfört av åtta studenter från datateknik- ochmjukvaruteknikprogrammen på Linköpings universitet (LiU) för kunden från institutionen för medicinsk teknik (IMT) på LiU. Syftet med projektet var att ta fram en prototypmed ett grafiskt gränssnitt för uppvisning och simulering av hur kroppen påverkas av t.ex.träning, sömn och kostintag. Modellerna som simulerats är framtagna av forskningsgrup-pen integrativ system biologi för institutionen för medicinsk teknik LiU och resultatet är i form av dataändringar och grafer i programmets gränssnit.

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Andersson, Björn, i Joacim Westin. "DIGITAL HR. : Är Personalvetare digitalt undernärda?" Thesis, Umeå universitet, Sociologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-154307.

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Studiens syfte var att undersöka vilken kompetens HR-anställda innehar kopplat till digital HR, vilka kunskaper de efterfrågar för att möta digitalisering och hur Personalvetarprogram matchar arbetsmarknaden. Metoden hade en kvalitativ ansats och empirin inhämtades genom semistrukturerade intervjuer. I studien deltog fem informanter, tre från offentlig sektor och två från privatsektor. Informanterna valdes ut genom ett målinriktat urval. Resultatet analyserades med hjälp av tematiseringen kopplat mot studiens tidigare forskning.Resultatet förmedlar en intressant utveckling som är både positiv och utmanande. HR anställda har idag överlag för låg kunskap för att möta digitaliseringens utveckling.Förändringen innebär fler digitala HR-verktyg, mer specialiserade roller och ökade kunskapskrav. Det leder till en utmaning som vi genomgående kommer tillbaka till. Hur organisationer på arbetsmarknaden ska kompetensförsörja sina HR-avdelningar. Det insamlade materialet visar att generisk kunskap om digital HR och dess system blir avgörande och att utbildningssystemet måste utvecklas i högre takt än vad det gör idag.

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Fejza, Endrit, i Christopher Nyman. "Den digitala skolan - Digitalisering, digital transformation och digital mognad utifrån den svenska skolan". Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20564.

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Syftet med denna studie har varit att undersöka digitalisering och digital transformation i den svenska skolan. För att besvara detta har syftet delats upp i tre forskningsfrågor: Hur arbetar svenska skolan med digitalisering och digital transformation utifrån ett förändringsperspektiv? Hur kan digitalisering och digital transformation av den svenska skolan förstås utifrån begreppet digital mognad? Vilka faktorer är viktiga för digital mognad inom svenska skolan? Denna studies design är utformad utifrån en fallstudie. Metoden som applicerats för detta arbete är dokumentstudie, där endast offentliga dokument av vetenskaplig karaktär valts ut. För datainsamlingen så har även en sökstrategi formulerats samt ett urval gjorts av dokumenten, för att kunna hitta relevant information inom området som studerats. Resultatet visar att digitala satsningar har genomförts inom den svenska skolan som till exempel ett till ett-satsningen, introduceringen av digitala skrivtavlor i undervisningen och utvecklandet av lärplattformar. Den digitala mognaden har under detta förändringsarbete varit medelhög, men behöver utvecklas för att följa med i utvecklingen. Viktiga faktorer för digital mognad som går att identifiera för att digitalisera och genomföra digital transformation i skolan är: en tydlig vision till om vad skolan vill uppnå, konkreta strategier för hur visionen ska uppnås, tillgängliga stödfunktioner för medarbetare att utnyttja samt slutligen även kompetensutveckling och utbildningsmöjligheter för lärare att ta del av före, under och efter förändringsarbetet.
The purpose and aim of this study is to examine how the Swedish school works towards digitalization and digital transformation of their educational system. To be able to answer the purpose of this study, the research questions have been deconstructed in three parts: How does the Swedish school work with digitalization and digital transformation from a change perspective? How can this be understood based on the concept digital maturity? Which factors are important based on digital maturity for the Swedish school? The design of this study is based on a case study. The methodology for this study has been a document study, where public documents have been the main source for information. To be able to allocate the documents needed for the study, a search strategy has been formulated as well as criterias for selection to find relevant information. The result of the study shows that investments in digital technology have been conducted in different forms. Some examples of this is one computer to every student and teacher, digital whiteboards and digital learning platforms. The digital maturity in the Swedish school, during these organization changes, has had a middle high level of digital maturity and it is necessary to improve this to be able to tackle upcoming changes and obstacles. Important factors the study could identify was: that it is essential that there is a vision in place for what the digitalization of the Swedish school aim to achieve. Based on the vision, there needs to be strategies on how to achieve it. There is also a necessity for support systems to be in place and finally there has to be competence development as well as opportunities for the staff to get training for their digital competence before, during and after the changing process.

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Lindh, Pontus. "Skolan i den digitala tidsåldern : En undersökning om digital kompetens, IKT och digital läsning". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154628.

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I mars 2017 beslutade den svenska regeringen att förstärka och förtydliga den digitala kompetensen i styrdokumenten för skolan, från förskolenivå till gymnasienivå. Detta innebar en förstärkt skyldighet som lärare att undervisa på ett sätt som främjar elevernas digitala kompetens. Denna uppsats tar sin utgångspunkt i vad nationella och internationella styrdokument har betonat gällande digital kompetens och en digitalisering av skolan. Uppsatsen första frågeställning berör hur IKT används i undervisningen och vad det finns för möjligheter och utmaningar kopplade till användandet av IKT i undervisningen. Den andra frågeställningen undersöker hur läsförståelsen påverkas när man går ifrån den traditionella pappersläsningen till att börja läsa mer digitalt då allt fler elever får egna datorer och läsplattor. Slutsatser som dras i denna uppsats är att det finns en diskrepans mellan policy- och implementeringsnivå. Då digital kompetens förstärks på policynivå utan att lärarna på implementeringsnivå har fått tillräckligt med stöd och utbildning för att kunna klara av detta uppdrag på ett tillfredställande sätt. Trots att det finns många möjligheter kopplade till användandet av IKT i undervisningen, så når detta användande inte sin fulla potential då användandet kantras av flera utmaningar. Avslutningsvis så visar forskningen motstridiga resultat gällande hur läsförståelsen påverkas av att läsa digitalt. Det tycks se ut som att i bästa fall så blir läsförståelsen oförändrad och i värsta fall att läsförståelsen påverkas negativt av att läsa digitalt.

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Bornestav, Eric. "Digital detox – människans räddning i den digitala eran? : En etnografisk studie om digital detox". Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35726.

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Uppsatsens syfte är att få en djupare förståelse för fenomenet digital detox och hur problem knutna till det alltmer digitalt uppkopplade samhället framställs samt hur dessa är tänkta att lösas inom detox-trenden. Följande frågeställningar är utformade för att besvara syftet: 1. Hur framställs problem knutna till det alltmer digitalt uppkopplade samhället inom digital detoxtrenden? 2. Hur är dessa problem tänkta att lösas? Det vill säga, vad innebär det egentligen att göra en digital detox? Uppsatsens teoretiska ramverk kretsar runt det accelererande samhället samt de effekter som de digitala medierna har inneburit för människan. Däribland redogörs det för upplevelsen av tid, tidspress, medierad interaktion och digital bundenhet. Studien genomfördes med en deltagande observation på digital detox-lägret Villa Insikt i norra Sverige den 17-19 november 2017. Materialet består bland annat av en intervju med kursledaren, informella samtal med densamme och övriga deltagare, fältanteckningar samt analys av broschyrer och lägrets hemsida. Resultatet visar att digitala medier, enligt detox-lägret, har inneburit en rad olika problem för människor. Trots detta ges inga konstruktiva förslag för hur dessa problem ska lösas. Uppsatsens huvudsakliga slutsats är således att detoxen enbart fungerar som ett konstaterande över att människors bundenhet och förhållningssätt till de digitala medierna är problematisk samt att detoxen inte innebär någon större förändring för deltagarna som istället individuellt måste försöka att lösa de problem som detoxen påvisar genom insikt och digital strategi.

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Lekanovic, Nemanja, i Ilma Zubic. "Hur kan en svensk organisation arbeta för att motverka digitalt utanförskap?" Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20955.

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Allt fler samhällstjänster digitaliseras och människor måste anpassas efter samhällets digitala utveckling. Detta är en fallstudie där syftet är att undersöka hur verksamheten Skånetrafiken arbetar för att motverka digitalt utanförskap, samtidigt ge ökad förståelse för begreppet digitalt utanförskap. Teorin som använts i denna studie hämtades från litteratur inom digitalt utanförskap. Den bygger på forskaren Jan Van Dijks forskning om digitalt utanförskap, där teorin syftar till att förklara de olika nivåerna i digitalt utanförskap. Undersökningen bygger på en kvalitativ intervjustudie där fem intervjuer har utförts med anställda från Skånetrafiken. Utifrån detta har flera faktorer identifierats i Skånetrafikens arbetssätt som främjar digital inkludering. Vidare har ett teoretiskt bidrag utvecklats fram för hur organisationer bör arbeta för att motverka digitalt utanförskap. Det teoretiska bidraget är ett resultat framtaget utifrån det konceptuella ramverket och studien om Skånetrafiken.
More and more community services are being digitized and people must adapt to society's digital development. This is a case study in purpose to investigate how Skånetrafiken works to counter digital exclusion, while at the same time trying to increase understanding of the concept digital exclusion. The theory used in this study was derived from literature on digital exclusion. It is based on Jan Van Dijk's research on digital exclusion, where the theory aims to explain the different levels of digital exclusion. The case is based on a qualitative interview study where five interviews have been conducted with employees from Skånetrafiken. Based on this, several factors have been identified in Skånetrafiken's working methods that promote digital inclusion. Furthermore, a theoretical contribution has been developed for how organizations should work to counter digital exclusion. The theoretical contribution is a result derived from the conceptual framework and the study of Skånetrafiken.

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Książki na temat "Digital"

Bergerhausen, Johannes. Digitale Keilschrift: Digital cuneiform. Mainz: Schmidt, 2014.

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Müller-Römer, Frank, red. Digitales Fernsehen — Digitaler Hörfunk Technologien von morgen / Digital Television — Digital Radio Technologies of Tomorrow. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-85138-4.

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Espada, Miguel V. Encuentros digitales =: Digital encounters. Madrid]: Universidad Complutense de Madrid, Área de Humanidades, 2010.

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Peebles, Peyton Z. Digital communication systems. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Peebles, Peyton Z. Digital communication systems. Englewood Cliffs: Prentice Hall International, 1987.

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Ohler, Jason. Digital community, digital citizen. Thousand Oaks: Corwin Press, 2010.

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Bounfour, Ahmed. Digital Futures, Digital Transformation. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23279-9.

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Floyd, Thomas L. Digital fundamentals. Wyd. 5. New York: Merrill, 1994.

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Floyd, Thomas L. Digital fundamentals. Wyd. 4. Columbus, Ohio: Merrill, 1990.

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P, Sandbank C., red. Digital television. Chichester, West Sussex, England: Wiley, 1990.

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Części książek na temat "Digital"

Beulen, Erik, i Marla A. Dans. "Digital 2.0 – siloed digital to integrated digital1". W Data Analytics and Digital Transformation, 128–34. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003246770-12.

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Lowis, David, Vera Klocke i Maren Hartmann. "Pandemie digital?" W Gesellschaft der Unterschiede, 363–80. Bielefeld, Germany: transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839460603-022.

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Die vorliegende Studie vereint die Ergebnisse einer Umfrage und ethnographischer Forschungsergebnisse, um die Auswirkungen der Corona-Pandemie auf Menschen ohne festen Wohnsitz, insbesondere im Hinblick auf digitale Barrieren, zu untersuchen. Während der Pandemie wurden nicht lediglich bereits existierende digitale Schwierigkeiten verschärft - zusätzlich kam es oft auch zu einer verstärkten Überlagerung digitaler und nicht-digitaler Hürden. Ein paradigmatisches Beispiel hierfür ist der digitale Impfausweis, dessen Zugänglichkeit durch administrative und technologische Hindernisse für Menschen ohne festen Wohnsitz signifikant erschwert wurde. In dieser prekären Zeit stellten Smartphone-Austeilungen einen Versuch der Intervention dar, der darauf abzielte, die digitale Anbindung für obdachlose Personen zu erleichtern, insbesondere als Reaktion auf die pandemiebedingten Schließungen vieler niedrigschwelliger Einrichtungen. Doch obwohl die Austeilungen von Smartphones vielfach einen unmittelbaren Mehrwert für die Teilnehmenden haben können, genügen punktuelle Maßnahmen allein nicht, um die komplexen Hürden zu stabilem und qualitativem digitalem Zugang vieler Menschen ohne festen Wohnsitz zu digitalem Zugang überwinden - so die Erkenntnisse unserer Studie. Dies unterstreicht die Notwendigkeit umfassender und nachhaltiger Lösungsansätze zur Förderung der digitalen Inklusion in diesem besonders vulnerablen Segment der Gesellschaft.

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Bernsau, Klaus M. "Ihr Baukasten für digitale Angebote: Digital Semiotics als Digital Management". W Digital Semiotics, 93–117. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-40501-4_4.

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Bartscher, Thomas, i Regina Nissen. "„Digital erlernen – Digitaler lernen!“". W Lernen im Zeitalter der Digitalisierung, 51–62. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-37901-8_4.

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Lamprecht, Gerald. "Digital Memory - Digital History - Digital Mapping". W Public History - Angewandte Geschichte, 7–18. Bielefeld, Germany: transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839464151-001.

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Gerhard, Gerhard, i Hans-Rolf Tränkler. "Digitale Messtechnik (Analog-digital-Umsetzung)". W HÜTTE – Das Ingenieurwissen, 1–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57492-8_59-1.

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Baldi, Stefan. "Grenzenlos digital und digitale Grenzen". W Digital vernetzt. Transformation der Wertschöpfung., 371–83. München: Carl Hanser Verlag GmbH & Co. KG, 2016. http://dx.doi.org/10.3139/9783446449466.024.

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Fischerauer, Gerhard, i Hans-Rolf Tränkler. "Digitale Messtechnik (Analog-digital-Umsetzung)". W HÜTTE – Das Ingenieurwissen, 1–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-57492-8_59-2.

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Fischerauer, Gerhard, i Hans-Rolf Tränkler. "Digitale Messtechnik (Analog-digital-Umsetzung)". W Springer Reference Technik, 395–419. Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. http://dx.doi.org/10.1007/978-3-662-64375-4_59.

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Baldi, Stefan. "Grenzenlos digital und digitale Grenzen". W Digital vernetzt. Transformation der Wertschöpfung., 371–83. München, Germany: Carl Hanser Verlag GmbH & Co. KG, 2017. http://dx.doi.org/10.1007/978-3-446-44946-6_24.

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Streszczenia konferencji na temat "Digital"

Gallivan, Richard T., i Tom McMannus. "DIGITAC III digital flight control system". W the conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/255471.255643.

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Pereira Junior, Clorisval, i Rejane Spitz. "PLATAFORMAS DIGITAIS PARA PARTICIPAÇÃO CÍVICA: INCLUSÃO DIGITAL E INOVAÇÃO SOCIAL DIGITAL". W 12º Congresso Brasileiro de Pesquisa e Desenvolvimento em Design. São Paulo: Editora Blucher, 2016. http://dx.doi.org/10.5151/despro-ped2016-0268.

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Rodriguez, Cristian. "Ontofania Digital: O digital como estrutura de percepção". W LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.96.g130.

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Poucas pessoas hoje em dia contestariam o argumento de Negroponte, de que a revolução digital acabou. Não porque a revolução tenha falhado de alguma forma, mas porque já tocou a todos. No entanto, nesta paisagem pós-digital, vários campos diferentes ainda estão discutindo como esta presença onipresente de tecnologias digitais pode ser enquadrada conceitualmente. Alguns teóricos alinham-se por trás de ideias que se assemelham ao modelo de realidade mista de Milgram e Kishino (1994), onde o virtual e o real são representados como um continuum, que engloba o ambiente virtual em uma extremidade e o real na outra. Outros ainda preferem o que Jurgenson (2009) chama de dualismo digital, onde o mundo digital é visto como virtual e o mundo material como real; como reinos separados e diferenciados. Ontophany Digital (Vi al, 2018) argumenta, de uma perspectiva metafísica, que, embora se possa concordar com a ideia de uma única realidade contínua com propriedades diferentes, um conceito central é que as tecnologias ao longo dos séculos geraram mudanças na maneira como percebemos as coisas (mudanças ontofânicas), que abalam as estruturas dominantes de percepção. Estas mudanças estão intimamente relacionadas às capacidades tecnológicas de trazer as coisas à existência, e têm o poder de mudar nossa ideia do que é a realidade. Dispositivos tecnológicos, portanto, tornam-se condições de possibilidade para a realidade (Vial, 2019), organizando a história da humanidade em uma série de sistemas tecnológicos. O sistema pré-mecânico do Renascimento e o sistema mecânico industrial são exemplos deles, que criaram não apenas seus próprios processos de produção, mas, também, conjuntos particulares de práticas sociais. A irrupção da revolução digital dos anos 1970-90 trouxe um novo sistema: o sistema tecnológico digital. As tecnologias digitais, caracterizadas pela introdução de simulações, avatares e relacionamentos mediados pela Internet, causaram um choque fenomenológico em nosso ser-no-mundo (industrial). Para sobreviver a esse trauma ontofânico, criamos a distinção entre os mundos virtual e real, regidos por suas próprias regras fenomenológicas. Rejeitando este dualismo, Digital Ontophany define o ser como uma construção antropo-técnica, onde os objetos materiais medeiam crenças, hábitos e agências. Deste modo, a revolução digital torna-se um acontecimento filosófico, no sentido de que afeta nossa experiência fenomenológica do mundo. O surgimento do digital não é apenas uma questão de ontologia, mas de ontofania, pois define como os seres (ontos) aparecem (phaino). As tecnologias digitais, portanto, são estruturas de percepção que criam matrizes ontofânicas e as condições materiais que determinam as manifestações fenomênicas que lhe são exclusivas e particulares. Não é apenas uma mudança de materiais e dispositivos, mas a transformação do próprio ato de percepção e de sua dinâmica fenomenológica. Na perspectiva da teoria da cognição, de Santiago, a ontofania digital oferece uma sensibilidade única para analisar a dinâmica de acoplamento estrutural evidenciada nos processos de interação entre o organismo (o aprendiz) e o ambiente na produção de uma experiência única de usuário, que transforma os dispositivos digitais em máquinas filosóficas, condições de possibilidades e geradores de realidade (Vial, 2019).

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Bon, Anna, i Hans Akkermans. "Digital (In)Equality, Digital Inclusion, Digital Humanism". W WebSci '20: 12th ACM Conference on Web Science. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3394332.3402893.

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"DIGITAL PRIMARY SOURCES – RAUM FÜR PRIMÄR DIGITALE ANGELEGENHEITEN". W digital humanities austria 2018. Vienna: Austrian Academy of Sciences Press, 2020. http://dx.doi.org/10.1553/dha-proceedings2018s10.

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Rodriguez, Cristian. "Ontofanía Digital: Lo digital como estructura de percepción". W LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.96.g129.

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Hoy en día, pocas personas cuestionarían el argumento de Negroponte de que la revolución digital ha terminado. Esto no es porque la revolución haya fracasado de alguna manera, sino porque ya ha tocado a todos. Sin embargo, en este panorama posdigital, varios campos diferentes todavía discuten cómo esta presencia ubicua de tecnologías digitales puede enmarcarse conceptualmente. Algunos teóricos se alinean detrás de ideas que se asemejan al modelo de realidad mixta de Milgram y Kishino (1994), donde lo virtual y lo real se representan como un continuo que abarca el entorno virtual en un extremo y el real en el otro. Otros, todavía prefieren lo que Jurgenson (2009) llama dualismo digital, donde el mundo digital es visto como virtual y el mundo material como real, como reinos separados, diferenciados. Ontofanía Digital (Vi al, 2018) sostiene, desde una perspectiva metafísica, que si bien se puede estar de acuerdo con la idea de una sola realidad continua con diferentes propiedades, un concepto central es que las tecnologías a lo largo de los siglos han generado cambios en la forma en que percibimos las cosas (cambios ontofánicos), que sacuden las estructuras dominantes de percepción. Estos cambios están estrechamente relacionados con las capacidades tecnológicas para hacer que las cosas existan y tienen el poder de cambiar nuestra idea de lo que es la realidad. Los dispositivos tecnológicos, por tanto, se convierten en condiciones de posibilidad para la realidad (Vial, 2019), organizando la historia de la humanidad en una serie de Sistemas Tecnológicos. El sistema pre-renacentista mecánico y el sistema industrial mecánico son ejemplos de estos, que crearon no solo sus propios procesos de producción, sino también conjuntos particulares de prácticas sociales. La irrupción de la revolución digital de los años setenta y noventa trajo consigo un nuevo sistema: el Sistema Tecnológico Digital. Las tecnologías digitales, caracterizadas por la introducción de simulaciones, avatares y relaciones mediadas por internet, provocaron un impacto fenomenológico en nuestro ser (industrial) en el mundo. Para sobrevivir a este trauma ontofánico, creamos la distinción entre los mundos virtual y real, regidos por sus propias reglas fenomenológicas. Rechazando este dualismo, la Ontofanía Digital define el ser como una construcción antropo-técnica, donde los objetos materiales median creencias, hábitos y agencias. De esta manera, la revolución digital se convierte en un evento filosófico, en el sentido de que afecta nuestra experiencia fenomenológica del mundo. El surgimiento de lo digital no es solo una cuestión de ontología, sino de ontofanía, ya que define cómo los seres (ontos) aparecen (phaino). Las Tecnologías Digitales, por tanto, son estructuras de percepción que crean tanto matrices ontofánicas como condiciones materiales que determinan las manifestaciones fenoménicas que le son exclusivas y particulares. No se trata solo de un cambio de materiales y dispositivos, sino de la transformación del propio acto de percepción y su dinámica fenomenológica. Desde la perspectiva de la Teoría de la Cognición de Santiago, la Ontofanía Digital ofrece una sensibilidad única para analizar las dinámicas de acoplamiento estructural evidenciadas en los procesos de interacción entre el organismo (el aprendiz) y el entorno en la producción de una experiencia de usuario única que transforma a los dispositivos digitales en máquinas filosóficas, condiciones de posibilidades y generadores de realidad (Vial, 2019).

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Ryang, Robert, Karen Sandler, Mitch Singer i Emru Townsend. "Digital rights, digital restrictions". W ACM SIGGRAPH 2006 Panels. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179171.1179173.

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Rodà Llanza, Conxa. "Capacitación digital de los profesionales de museos en plena transformación digital". W Congreso CIMED - I Congreso Internacional de Museos y Estrategias Digitales. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/cimed21.2021.14001.

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Existe una gran necesidad de una mejor formación y perfeccionamiento en las capacidades digitales para que los museos puedan abordar con éxito los desafíos y la transformación digital en el contexto actual. Lo digital debe abordarse de manera integral y estratégica dentro de las organizaciones. Cualquier rol debe estar preparado para lidiar con lo digital con suficiencia, por lo que el aprendizaje a lo largo de la vida será una constante.

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Santos, Janaína Andiara dos, Aline Rodrigues da Silva, Andressa Cristiani Piconi, Cassia de Paula Moreira Coghi i Paulo Henrique Dionysio Pinto. "Processo digital na UNICAMP". W Congresso dos Profissionais das Universidades Estaduais de São Paulo. Universidade Estadual de Campinas. Sistema de Bibliotecas, 2023. http://dx.doi.org/10.20396/conpuesp.2.2023.5174.

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Introdução: Alinhados aos objetivos de modernização da gestão administrativa previstos nos 2 últimos Planejamentos Estratégicos da Unicamp (2016 a 2020; 2021 a 2024), em 2020 o AC/SIARQ-Unicamp desenvolveu e implantou o Processo Digital do SIGAD-Unicamp, com atenção aos requisitos para Sistemas Informatizados de Gestão Arquivística de Documentos do Conselho Nacional de Arquivos. Metodologia: Estudos de requisitos para SIGADs e repositórios digitais; formalização de grupo de trabalho para definição de requisitos; incremento do sistema com módulo de produção e gerenciamento de processo digital; elaboração de manuais e tutoriais em vídeo; treinamentos de usuários; atualização de plano de classificação de documentos; desenvolvimento de serviços de integração com sistemas; revisão de processos de trabalho e interoperação com sistemas para captura automática de documentos na constituição de processos. Resultados: Sistema para produção e gestão de documentos digitais; bibliotecas de serviço de integração para interoperação com sistemas de informação/negócio; agilidade nos processos de trabalho; crescimento gradual da proporção de processos físicos e digitais; atualização de servidores que atuam na gestão de documentos; aumento exponencial no número de usuários ativos do SIGAD-Unicamp. Conclusão: O Processo Digital do SIGAD-Unicamp permitiu a produção e gerenciamento de processos digitais via sua própria interface ou de forma transparente, via interoperação com sistemas de negócio para captura automática de documentos, apoiando o fluxo das atividades administrativas não-presenciais em razão da pandemia de Covid-19. Sequentemente, a implantação total do processo digital consolidou o cenário de transformação da gestão documental na Unicamp.

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Lourenço Andrade, Carlos Williamy, i Ricardo André Cavalcante de Souza. "TRANSFORMAÇÃO DIGITAL NO GOVERNO". W Congresso Internacional de Conhecimento e Inovação (ciKi). Congresso Internacional de Conhecimento e Inovação (ciKi), 2020. http://dx.doi.org/10.48090/ciki.v1i1.863.

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A abordagem de Governo Digital procura entregar valor social através da oferta de serviços ágeis, eficientes e centrados nas necessidades da população. Além das tecnologias digitais, o envolvimento e participação ativa dos cidadãos no desenho e uso dos serviços públicos estão entre os principais habilitadores para transformação digital de um governo. Este trabalho apresenta então um levantamento dos métodos e práticas para promover a participação dos cidadãos em iniciativas de Governo Digital, resultante de um mapeamento sistemático da literatura. Como principais achados nomeia-se: métodos (Transformação Digital e Governança Digital); e, práticas (Citizen Centered e E-participation). Entre as oportunidades de pesquisa identificadas está a elaboração de um guia prático para a transformação digital de serviços públicos centrados no cidadão.

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Raporty organizacyjne na temat "Digital"

Bergsen, Pepijn, Carolina Caeiro, Harriet Moynihan, Marianne Schneider-Petsinger i Isabella Wilkinson. Digital trade and digital technical standards. Royal Institute of International Affairs, styczeń 2022. http://dx.doi.org/10.55317/9781784135133.

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There is increasing impetus for stronger cooperation between the US, EU and UK on digital technology governance. Drivers of this trend include the economic incentives arising from opportunities for digital trade; the ambition for digital technology governance to be underpinned by shared values, including support for a democratic, open and global internet; and the need to respond to geopolitical competition, especially from China. Two specific areas of governance in which there is concrete potential to collaborate, and in which policymakers have indicated significant ambitions to do so, are digital trade and digital technical standards. - To leverage strategic opportunities for digital trade, the US, EU and UK need to continue identifying and promoting principles based on shared values and agendas, and demonstrate joint leadership at the global level, including in the World Trade Organization (WTO) on e-commerce. - Policy actors in the US, EU and UK should work individually and collectively to build on the latest generation of digital trade agreements. This will help to promote closer alignment on digital rules and standards, and support the establishment of more up-to-date models for innovation and governance. - Collaborating on digital technical standards, particularly those underlying internet governance and emerging technologies, offers the US, EU and UK strategic opportunities to build a vision of digital technology governance rooted in multi-stakeholder participation and democratic values. This can provide a strong alternative to standards proposals such as China’s ‘New IP’ system. - Policy actors should seek to expand strategic cooperation on standards development among the US, EU and UK, among like-minded countries, and among states that are undecided on the direction of their technology governance, including in the Global South. They should also take practical steps to incorporate the views and expertise of the technology industry, the broader private sector, academia and civil society. By promoting best-practice governance models that are anticipatory, dynamic and flexible, transatlantic efforts for cooperation on digital regulation can better account for the rapid pace of technological change. Early evidence of this more forward-looking approach is emerging through the EU’s proposed regulation of digital services and artificial intelligence (AI), and in the UK’s proposed legislation to tackle online harms. The recently launched EU-US Trade and Technology Council is a particularly valuable platform for strengthening cooperation in this arena. But transatlantic efforts to promote a model of digital governance predicated on democratic values would stand an even greater chance of success if the council’s work were more connected to efforts by the UK and other leading democracies

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Kuenzel, Matthias, i Ernst Andreas Hartmann, red. Digital Readiness Assessment. Asian Productivity Organization, marzec 2021. http://dx.doi.org/10.61145/kejt6281.

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Digital transformation is not a luxury, but a necessity. It is also an essential part of business survival. As such, it is crucial for SMEs to identify the steps needed to have a digitally enabled business environment, and to be digitally ready to survive and thrive in the rapidly changing marketplace. The handbook provides useful guide in strategizing and implementing Industry 4.0 digital approaches for SMEs to remain ahead of the game.

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Goldfarb, Avi, i Catherine Tucker. Digital Economics. Cambridge, MA: National Bureau of Economic Research, sierpień 2017. http://dx.doi.org/10.3386/w23684.

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Foster, Karis. Digital Organics. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-974.

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Plummer, Brianna. Digital Dilemma. Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1286.

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Goshi, Sudheer. Digital Fabric. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.115.

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Devito, Anthony. Digital Logistics. Fort Belvoir, VA: Defense Technical Information Center, marzec 2000. http://dx.doi.org/10.21236/ada377245.

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Powell, Rodney M. Digital Holography. Fort Belvoir, VA: Defense Technical Information Center, luty 2000. http://dx.doi.org/10.21236/ada383043.

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Gertler, Paul, Brett Green i Catherine Wolfram. Digital Collateral. Cambridge, MA: National Bureau of Economic Research, kwiecień 2021. http://dx.doi.org/10.3386/w28724.

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Allcott, Hunt, Matthew Gentzkow i Lena Song. Digital Addiction. Cambridge, MA: National Bureau of Economic Research, czerwiec 2021. http://dx.doi.org/10.3386/w28936.

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