2021 - 08 - 20 - t15:56:50z eprint https://repository.www.guaguababy.com/images/sitelogo.png https://repository.www.guaguababy.com/ 2020 - 04 - 30 - t08:10:10z 2021 - 06 - 28 - t11:28:33z https://repository.www.guaguababy.com/id/eprint/1323 该项目位于存储库中，URL为:https://repository.www.guaguababy.com/id/eprint/1323 2020 - 04 - 30 - t08:10:10z

这篇文章调查了占星术是否是一种与占卜有关的另类精神实践，一种超越正常人类经验的现象。在2015年7月至2016年7月期间，我对7位占星家进行了半结构化的采访，他们都从事占星学的实践、写作和教学工作了25年或更长时间。访谈的重点是理解占星家为关注星座而留出的空间。结果显示，占星家认为咨询准备的重复行为是一种仪式，反映了埃米尔·迪尔凯姆的观点，即一个特殊的地方被仪式搁置和加强，变得神圣。当占星家们讨论占星的传奇景观时，客户的认可让占星家更深入地了解了亨利·列斐伏尔所说的想象的生活空间。随后的对话为占星家和客户之间更深入的理解开辟了道路，并产生了不需要与超自然联系的见解。

Darrelyn Gunzburg 2019 - 12 - 16 - t10:50:13z 2019 - 12 - 16 - t10:50:13z https://repository.www.guaguababy.com/id/eprint/1138 该项目位于存储库中，URL为:https://repository.www.guaguababy.com/id/eprint/1138 2019 - 12 - 16 - t10:50:13z

鉴于隐性知识的软性质和难以明确的事实，隐性知识无疑是最需要处理的知识形式。通常被称为诀窍、实践经验和见解;隐性知识对一个人的工作质量和职业效能有显著的影响。对文献的回顾表明，许多研究解决了与电子学习环境创造有利于参与者分享、获取和保留隐性知识的条件的能力相关的问题。然而，关于学习者在缺乏面对面接触的环境中获得隐性知识的能力仍存在争议，原因仅仅是缺乏对这一主题的实证或实验研究。即使这是可能的，也缺乏模型和实用的指导方针来处理在线教育中个人层面隐性知识的获取。本研究运用成人学习原则、知识管理和电子学习设计最佳实践，提出了一个基于知识对象和以实践社区精神为导向的学习活动的特定学科电子学习模型。为了评估学习者的隐性知识以及影响隐性知识获取的因素，对该模型进行了测试。选择商业演示领域是为了满足研究的目标，因为仅仅记住事实并不能使一个有效的演示者。采用对照组设计，通过TKIBP测试实验组(n=231)和对照组(n=212)学习者的隐性知识。 Twenty-three learners were closely monitored, and a panel of experts evaluated their performances at three different stages. Learners’ perceptions of the model were also examined on a number of variables like delivery effectiveness and knowledge acquisition. Results showed that a well-prepared e-Learning environment can create a strong potential to support the activities and learning processes necessary for learners to acquire tacit knowledge. The model proposed in this study is a viable approach to facilitate the acquisition of tacit knowledge in e-Learning environments; in a given field. Experience in the field, English as a first language, self-competence, perceived usefulness, self-directed learning and motivation all play a major role in learners’ capacity to acquire tacit knowledge in e-Learning environments. This study unveils evidence-based information for the better implementation of e-Learning. It also gives a conceptual framework for scholars to advance research related to tacit knowledge acquisition in online education.

Annel Ludovic Ketcha Djiffouet