Resumen: Esta investigación tiene por objeto adaptar y validar el instrumento denominado Perfil de Implementación del Proyecto (PIP) para la evaluación de proyectos realizados en Latinoamérica. Participaron 420 profesionales involucrados, ya sea como líderes o miembros de equipos, en proyectos culminados en el periodo 2020-2021. Como el instrumento fue elaborado en inglés se utilizó un procedimiento de traducción y re-traducción, en el cual participaron expertos profesionales y académicos en gestión de proyectos junto con traductores certificados, para su adaptación a la población hispanoparlante en Latinoamérica. Para el análisis factorial exploratorio se seleccionó el método de extracción de mínimos cuadrados no ponderados, obteniéndose cuatro factores críticos de éxito: Comunicación con el cliente, seguimiento y planeación, alta gerencia, y capacidades técnicas, con coeficientes Cronbach Alpha comprendidos entre .876 y .933. Posteriormente se aplicó el análisis factorial confirmatorio, el cual demostró que el instrumento posee validez convergente y discriminante y, en consecuencia, puede ser utilizado en la academia para futuras investigaciones sobre la gestión de proyectos, y en lo profesional para evaluar el desempeño de proyectos ecuatorianos, contemplando la limitación de que el porcentaje de participación de proyectos de otros países de Latinoamérica en la muestra de estudio fue del 22 %.

Abstract: This research aims to adapt and validate the Project Implementation Profile (PIP) instrument for evaluating projects carried out in Latin America. Four hundred twenty professionals participated as leaders or team members in projects completed in 2020-2021. As the instrument was developed in English, a translation and retranslation procedure was used, in which professional and academic experts in project management participated, along with certified translators, for its adaptation to the Spanish-speaking population in Latin America. For the exploratory factor analysis, the unweighted least squares extraction method was selected, obtaining four critical success factors: Communication with the client, monitoring and planning, senior management, and technical capabilities, with Cronbach Alpha coefficients between .876 and 933. Subsequently, confirmatory factor analysis was applied, demonstrating that the instrument has convergent and discriminant validity and, consequently, can be used in academia for future research on project management and professionally to evaluate the performance of Ecuadorian projects, considering the limitation that the percentage of participation of projects from other Latin American countries in the study sample was 22%.

The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, "Understanding and enhancing of learner integration in a selected ex-model C school" by Theresia Joakim Kanyopa. Based on South Africa's history, the term "former Model C" (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning environment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners' diversities regardless of their backgrounds, ethnic groups, status or races.

Resumen El panorama educativo actual exige que los docentes desarrollen competencias digitales articulando la tecnología con la pedagogía para satisfacer las necesidades de aprendizaje de los estudiantes. El presente estudio tuvo como objetivo realizar una revisión sistemática de las publicaciones sobre las competencias digitales de los docentes y el rendimiento académico en educación básica, fundamentado en una revisión sistemática de literatura. Se utilizaron los principales motores de búsqueda como: Scielo, Dialnet y Redalyc, para la elección de 20 publicaciones referentes a las palabras claves relacionadas con la competencia digital docente, rendimiento académico y educación básica. Notoriamente, los resultados mostraron una mayor producción científica en el año 2022 (45%), provenientes de la base de datos Dialnet (40%) y especialmente de Perú (60%). Se resalta las diferencias de competencia digital de algunos docentes latinos; desde bajas habilidades cognitivas hasta altas capacidades digitales y una adecuada aplicación de los recursos técnicos (Colombia y Venezuela).

Abstract The current educational landscape requires teachers to develop digital competencies by articulating technology with pedagogy to meet the learning needs of students. The objective of the learning needs of students. The objective of this study was to carry out a systematic review of the publications on teachers’ digital competencies and academic performance in basic education, based on a systematic literature review. The main search engines were used, such as: Scielo, Dialnet and Redalyc, to choose 20 publications referring to the keywords related to teaching digital competence, academic performance and basic education. Noticeably, the results showed greater scientific production in 2022 (45%), coming from the Dialnet database (40%) and especially from Peru (60%). The differences in digital competence of some Latino teachers are highlighted; from low cognitive skills to high digital capabilities and an adequate application of technical resources (Colombia and Venezuela).

When "quality being everyone's business" coincides with the reality of a disruptive work environment, critical self-evaluation becomes an essential tool to ensure accountability. Academics who design curricula and their tuition offering have a certain degree of freedom in what and how they teach. However, academics need to be consciously discerning, yet inclusive, about the voices that should speak into curriculum design. This study operates from the principle of co-creation in curriculum design and acknowledges the multiplicity of relevant voices that speak into curriculum design. These voices are influenced by the past, present, and possibilities of the potential future. To remain relevant in the imagined future, this research identified the co-creators and curriculum design partners for the multidisciplinary field of knowledge management. The curricula of three related academic departments were analysed to determine knowledge management tuition linkages. These curricula were then compared with the Skills Framework for the Information Age (SFIA) level descriptors. Following on from this desktop analysis, Sensemaker®, a distributed digital ethnographic methodology was piloted that will be used to collect micro-narratives from emergent curriculum co-creators. This article identifies gaps in current curricula, expresses expectations for future possibilities and highlights potential niche opportunities for knowledge management curriculum design. CATEGORIES: Knowledge management ~ Curriculum and skills competency

ABSTRACT The use of digital technologies in teaching determines the development of new intellectual skills in students, which facilitates the application of investigation strategies, improves their capabilities in an integral way, helps them face the difficulties and demands of the current world and allows them to acquire more significant learning to have a good performance in the socio-educational environment. With a view to fulfilling the above, an institutional repository of open educational resources was developed for the Virtual Health University, based on the use of free and open-source technology tools that allow the standardization and interoperability among each of the repositories established in the National Health System, which will guarantee logic of academic organization.

RESUMEN La utilización de herramientas tecnológicas en la docencia condiciona el desarrollo de nuevas destrezas intelectuales en los estudiantes, lo que les facilita la aplicación de estrategias de investigación, mejora sus capacidades de una forma integral, les ayuda a enfrentar las dificultades y exigencias del mundo y les permite adquirir un aprendizaje más significativo para poder desenvolverse en el ámbito socioeducativo. Con vistas a cumplir lo anterior, se desarrolló un repositorio institucional de recursos educativos abiertos para la Universidad Virtual de Salud, a partir del empleo de herramientas tecnológicas libres y de código abierto que permiten la estandarización e interoperabilidad entre cada uno de los repositorios establecidos en el Sistema Nacional de Salud, con lo cual se garantizará una lógica de organización académica.

Abstract The competency-based curricular design allows Higher Education institutions to establish academic programs focused on the development of specific knowledge and capabilities. The objective of this research is to analyze the existing literature on the application of curricular design by competencies in Higher Education during the period 2019 to 2023. From this perspective, the PRISMA systematic review method was used, selecting 30 studies that met specific inclusion criteria. This made possible the synthesis of the evidence related to academic literature through the review of selected studies. The review was restricted to research in English focused on the development of competency-based curricular design in the field of Higher Education. Additionally, studies that did not specifically address these issues were excluded. The search was carried out in three academic databases: ERIC, Scopus and SciELO. The results of the systematic review provided insights into emerging patterns and trends in this field. It is concluded that this design promotes flexibility and adaptability in academic training, which enables institutions to respond to the changing demands of the labour market and society, thus ensuring relevant and updated education.

Resumen El diseño curricular por competencias permite a las instituciones de Educación Superior establecer programas académicos enfocados en el desarrollo de conocimientos específicos y capacidades. El objetivo de esta investigación es analizar la literatura existente sobre la aplicación del diseño curricular por competencias en la Educación Superior durante el periodo 2019 a 2023. Desde esta perspectiva, se empleó el método de revisión sistemática PRISMA, seleccionando 30 estudios que cumplían con criterios específicos de inclusión. Esto posibilitó la síntesis de la evidencia relacionada con la literatura académica a través de la verificación de los estudios seleccionados. La revisión se restringió a investigaciones en inglés centradas en el desarrollo del diseño curricular basado en competencias en el ámbito de la Educación Superior. Además, se excluyeron aquellos estudios que no abordaron de manera específica estos temas. La búsqueda se llevó a cabo en tres bases de datos académicos: ERIC, Scopus y SciELO. Los resultados de la comprobación sistemática proporcionaron información sobre patrones y tendencias emergentes en este campo. Se concluye que este diseño promueve la flexibilidad y adaptabilidad en la formación académica, lo cual capacita a las instituciones para responder a las cambiantes demandas del mercado laboral y la sociedad, asegurando así una educación pertinente y actualizada.

Lasers find extensive applications across a spectrum from academic research to industrial use. In various instances, understanding the intensity profile of laser light is of paramount importance, specifically how its intensity changes along its propagation path. In this study, we introduce an economical and alternative technique for determining the waist of a Gaussian laser beam, leveraging the capabilities of a Smartphone camera. Our methodology entails directing a CO2 laser onto a thermochromic liquid crystal sheet for specific exposure duration, resulting in a color pattern that evolves over time. This evolving pattern is captured by a Smartphone camera, and selected frames from the recording are processed and analyzed to quantify the beam’s waist, denoted as w ( z ). Our measurements are compared with those obtained through the traditional knife-edge method, demonstrating a substantial degree of agreement. Furthermore, by interpolating the waists calculated through our approach, we were able to ascertain the beam waist at the focus and the focal point of a converging lens, yielding results consistent with the reference method. Our findings underscore the viability of this approach as a cost-effective alternative for characterizing Gaussian beams, with potential applications in optics, laser technology, and studies related to light propagation. use instances importance path study camera CO duration time beams s . ) knifeedge knife edge method agreement Furthermore lens costeffective cost effective optics technology

ABSTRACT Artificial intelligence (AI) poses new challenges for the acquisition of knowledge, also in an academic-scientific context. Objective: Present the information capabilities required for the efficient use of Generative AI technologies for information requirements of an academic-scientific nature. Methodological approach: The research is exploratory, using a qualitative approach and two data collection techniques, namely bibliographic research and observation. Result: Generative AI tools bring new opportunities and challenges to academia and raise concerns about copyright (plagiarism and intellectual property of the content generated by the technology), integrity of science, reliability of research, fairness and ethics (dissemination of bias) and others. Conclusions: To use generative AI tools effectively and strategically, people need to develop five steps (analyzing information needs; analyzing the tool; planning search strategies (devising commands); analyzing synthesized content; using synthesized content) and apply the 18 information literacies associated with these steps. (AI knowledge academicscientific academic scientific context Objective nature exploratory techniques observation Result plagiarism technology, technology , technology) science dissemination bias others Conclusions strategically needs tool devising commands commands) 1

RESUMO A Inteligência Artificial (IA) traz novos desafios para a aquisição de conhecimento, inclusive no contexto acadêmico-científico. Objetivo: Apresentar as habilidades informacionais necessárias ao uso eficiente de tecnologias de IA Generativa em demandas acadêmicas-científicas. Percurso metodológico: A pesquisa caracteriza-se como exploratória, utiliza uma abordagem qualitativa e duas técnicas de coleta de dados, a saber, pesquisa bibliográfica e observação. Resultado: As ferramentas de IA Generativa trazem novas oportunidades e desafios para a academia e levantam preocupações sobre direito autoral (plágio e propriedade intelectual do conteúdo gerado pela tecnologia), integridade da ciência, confiabilidade das pesquisas, justiça e ética (disseminação de preconceitos) e outras. Conclusões: Para utilizar ferramentas de IA generativa de forma eficaz e estratégica as pessoas precisam desenvolver cinco etapa (Analisar a necessidade de informação; Analisar da ferramenta; Planejar estratégias de busca (elaborar comando); Analisar o conteúdo sintetizado; Usar o conteúdo sintetizado) e aplicar as 18 habilidades informacionais relacionadas a essas etapas. (IA conhecimento acadêmicocientífico. acadêmicocientífico acadêmico científico. científico acadêmico-científico Objetivo acadêmicascientíficas. acadêmicascientíficas acadêmicas científicas. científicas acadêmicas-científicas metodológico caracterizase caracteriza se exploratória dados saber observação Resultado plágio tecnologia, tecnologia , tecnologia) ciência pesquisas disseminação preconceitos outras Conclusões informação ferramenta elaborar comando comando) sintetizado 1 etapas

Some children experience severe struggles in understanding mathematical concepts. A condition called 'dyscalculia' impairs learners' capacity and limits their ability to perform and comprehend a mathematical concept. This study identifies factors that contribute to the weak academic performance by learners in mathematics. An empirical approach was used to gather data from a mainstream school and a special school. Interviews were conducted with teachers, occupational therapists, and learners. Virtual interviews included doctors and educational psychologists. The study revealed that learners' ability to learn and comprehend mathematics is influenced by medical, biological, psychological, and environmental factors. The consociate of the factors responsible for mathematical learning could raise awareness and provision to tackle the difficulties of mathematics teaching and learning. The study proposes further research around the development of mathematics curriculum underpinned by teaching and learning materials that accommodate the learning capabilities of learners with dyscalculia.

ABSTRACT As a consequence of the COVID-19 health emergency, academic teaching was reformulated and caused education to assume virtuality as a space to generate learning and develop clinical capabilities. The objective of the study was to determine the existing relationship between the use of Moodle virtual environment and the development of clinical diagnostic capacity in Dentistry students at a private University in Cusco, Peru. A cross-sectional analytical study was carried out with a population of 215 students and a sample of 139 Dentistry students, who were studying the clinical area, selected through non-probabilistic convenience sampling. Data was collected using a Google form. As results, it was obtained that the students in the sample are between 19 and 40 years old and the female sex predominates. 56.8% use the Moodle virtual environment efficiently and 40.3% regularly. 62.6% managed to develop, moderately, the clinical diagnostic capacity and 25.2% at a high level. Regarding the relationship between the use of Moodle virtual environment and the development of clinical diagnostic capacity, the results show values of p = 0.001 and Rho = 0.280. It is concluded that there is a positive correlation and the association established in the objective of the study is verified.

RESUMEN Como consecuencia de la emergencia sanitaria de la COVID-19, la enseñanza académica se reformuló y generó que la educación asumiera la virtualidad como espacio para generar aprendizajes y desarrollar las capacidades clínicas. El objetivo del estudio fue determinar la relación que existe entre el uso del entorno virtual Moodle y el desarrollo de la capacidad clínica de diagnóstico en estudiantes de Odontología en una Universidad privada de Cusco, Perú. Se realizó un estudio analítico de corte transversal con una población de 215 estudiantes y una muestra a 139 estudiantes de Odontología, que cursaban el área de clínica, seleccionados mediante un muestreo no probabilístico por conveniencia; los datos se recolectaron mediante un formulario Google. Como resultados se obtuvo que los estudiantes de la muestra tienen entre 19 a 40 años de edad y predomina el sexo femenino. El 56,8 % usa el entorno virtual Moodle de manera eficiente y el 40,3 % regularmente. El 62,6 % logró desarrollar, medianamente, la capacidad clínica de diagnóstico y el 25,2 % en un nivel alto. En cuanto a la relación del uso del entorno virtual Moodle y el desarrollo de la capacidad clínica de diagnóstico, los resultados muestran valores de p = 0,001 y Rho = 0,280. Se concluye que existe una correlación positiva y se comprueba la asociación establecida en el objetivo del estudio.

Abstract Há como deter a invasão do ChatGPT? The launch of ChatGPT has brought Artificial Intelligence into the spotlight of major media channels. Concepts like neural networks, large language models, and natural language processing, once confined to academic realms, previously exclusive to scholarly discussions, have now become widely recognized. This raises questions like what exactly is ChatGPT, and what are its capabilities and limitations? Lucia Santaella, professor and researcher in the field of semiotics and communication at PUC-SP, proposes in this book to address these and other queries that have arisen following the launch of this potent tool. ChatGPT converses and behaves in a manner reminiscent of human interaction, yet it remains a machine, inherently lacking in ethical and moral judgment. channels networks models processing realms discussions recognized limitations Santaella PUCSP, PUCSP PUC SP, SP PUC-SP tool interaction machine judgment

Resumo O lançamento do ChatGPT colocou a Inteligência Artificial na pauta dos grandes veículos de comunicação. Termos como redes neurais, grandes modelos de linguagem e processamento de linguagem natural saíram das rodas acadêmicas e se tornaram assunto corriqueiro. Mas, afinal, o que é, quais as capacidades e limites do Chat? Lucia Santaella, professora e pesquisadora no campo da semiótica e da comunicação na Pontifícia Universidade Católica de São Paulo (PUC-SP), propõe-se a responder essas e muitas outras questões que emergiram com o lançamento dessa poderosa ferramenta que conversa e age como se fosse humano, mas ainda é uma máquina desprovida de julgamentos éticos e morais. neurais corriqueiro Mas afinal Chat Santaella PUCSP, PUCSP PUC SP , (PUC-SP) propõese propõe humano morais (PUC-SP

SUMMARY OBJECTİVES: The aim of this study was to compare the performance of artificial intelligence models ChatGPT-3.5, ChatGPT-4, and Google Bard in answering Physical Medicine and Rehabilitation board-style questions, assessing their capabilities in medical education and potential clinical applications. METHODS: A comparative cross-sectional study was conducted using the PMR100, an example question set for the American Board of Physical Medicine and Rehabilitation Part I exam, focusing on artificial intelligence models' ability to answer and categorize questions by difficulty. The study evaluated the artificial intelligence models and analyzed them for accuracy, reliability, and alignment with difficulty levels determined by physiatrists. RESULTS: ChatGPT-4 led with a 74% success rate, followed by Bard at 66%, and ChatGPT-3.5 at 63.8%. Bard showed remarkable answer consistency, altering responses in only 1% of cases. The difficulty assessment by ChatGPT models closely matched that of physiatrists. The study highlighted nuanced differences in artificial intelligence models' performance across various Physical Medicine and Rehabilitation subfields. CONCLUSION: The study illustrates the potential of artificial intelligence in medical education and clinical settings, with ChatGPT-4 showing a slight edge in performance. It emphasizes the importance of artificial intelligence as a supportive tool for physiatrists, despite the need for careful oversight of artificial intelligence-generated responses to ensure patient safety. OBJECTİVES ChatGPT3.5, ChatGPT35 3.5, 3 5 ChatGPT4, ChatGPT4 4, 4 boardstyle board style applications METHODS crosssectional cross sectional PMR100 PMR exam accuracy reliability physiatrists RESULTS ChatGPT- 74 rate 66 66% ChatGPT3.5 3.5 ChatGPT-3. 638 63 8 63.8% consistency 1 cases subfields CONCLUSION settings intelligencegenerated generated safety ChatGPT3 35 PMR10 7 6 ChatGPT3. 3. ChatGPT-3 63.8 PMR1 63.

Abstract Foreign direct investment (FDI) has been seen by the literature as an influential factor in the technological evolution of host countries' innovation ecosystems, where several developing nations, such as Brazil, aim to attract FDI to potentialize their development through innovative output. However, the evidence on whether FDI configures a source of positive or negative influence on regional innovation capabilities is mixed. Furthermore, despite the existence of studies regarding emerging economies, there is a gap when it comes to the regional level in Brazil. We intend to contribute to the literature by examining whether multinational enterprises (MNEs) induce high or low-intensity innovations regionally in this last context. Thus, this study aims to complement academic investigations by analyzing the influence of MNEs on regional innovation intensity in Brazil in the state of São Paulo using a unique regional-level FDI database in a panel ranging from 2010 to 2016. FDI and AC demonstrated a positive effect on high-intensity innovation, specifically invention patents, with no observable influence on low-intensity innovation, such as utility models and certificates of addition. These findings corroborate various regression specifications and alternative estimation methods explored throughout the academic literature. (FDI countries ecosystems nations output However mixed Furthermore economies (MNEs lowintensity low context Thus regionallevel 201 2016 highintensity patents addition 20 2

Resumo O investimento estrangeiro direto (IED) tem sido visto pela literatura como um fator influente na evolução tecnológica dos ecossistemas de inovação dos países anfitriões, com várias nações em desenvolvimento, como o Brasil, buscando atrair IED para potencializar seu desenvolvimento por meio da produção inovadora. Entretanto, as evidências sobre se o IED configura uma fonte de influência positiva ou negativa sobre as capacidades regionais de inovação são variadas. Além disso, apesar da existência de estudos sobre economias emergentes, há uma lacuna quando se trata do nível regional no Brasil. Pretendemos contribuir com a literatura examinando se as empresas multinacionais (EMNs) regionais induzem inovações de alta ou baixa intensidade nesse último contexto. Assim, este estudo visa a complementar as investigações acadêmicas, analisando a influência das EMNs na intensidade da inovação regional no Brasil, no estado de São Paulo, usando um banco de dados exclusivo de IDE em nível regional em um painel que vai de 2010 a 2016. Os resultados mostraram um impacto positivo de FDI e capacidade empresarial de absorção de tecnologias na inovação de alta intensidade, efeito que não se repetiu para a de baixa intensidade. Essas descobertas corroboram várias especificações de regressão e métodos de estimativa alternativos explorados em toda a literatura acadêmica. (IED anfitriões Brasil inovadora Entretanto variadas disso emergentes (EMNs contexto Assim acadêmicas Paulo 201 2016 acadêmica 20 2

The potential of digital technology like digital twins within the context of artificial intelligence can be used for facilitating information retrieval, sharing of contents, and creating collaborative environments to encourage engagement. This article explores the utilisation of digital twinning to bring about digital transformation in South African universities and academic libraries, as this technology is still underutilised. By considering digital twinning technologies, universities can enhance teaching practices and research capabilities and contribute to societal development. Digital twins, namely virtual replicas and models of physical systems or processes, provide universities with the means to simulate, evaluate and optimise infrastructures, resources, and operations. Artificial intelligence-powered recommendation systems can tailor or modify informative content searches, academic publications, and other information resources, based on specific research interests and knowledge preferences. An interpretivism paradigm, bricolage and foresight methods are applied to provide a comprehensive understanding of the future of functions and services to be offered by academic libraries. Findings propose that by utilising digital twins, academic libraries can enhance their societal impact, sustainability, and service delivery. Digital twin technology offers academic libraries the opportunity to enable real-time monitoring, process analysis and simulation, to provide insights into information resource utilisation, patron preferences and space optimisation.

This study explored the role of artificial intelligence (AI) in enhancing knowledge organisational practices within academic libraries, focusing on promoting sustainability in information management. The research investigated the potential of AI-driven tools and technologies to optimise resource utilisation, improve user experiences and contribute to environmentally conscious library practices. A literature review and case studies of AI implementation in academic libraries was done. The study analysed existing AI applications for knowledge organisation, evaluated their impact on sustainability metrics and gathered practitioners' insights regarding challenges, opportunities, and best practices. The research findings revealed that AI offers significant benefits for sustainable knowledge organisation in academic libraries. AI-driven automation streamlines cataloguing processes, enhances metadata enrichment, and enables personalised information services, leading to resource efficiency gains and improved user satisfaction. Ethical considerations regarding data privacy, algorithmic transparency and user empowerment are addressed, emphasising the importance of responsible AI governance. The study concludes that AI can potentially revolutionise knowledge organisation practices in academic libraries, aligning with sustainable development goals. By leveraging AI technologies responsibly, libraries can optimise information workflows, promote digital literacy, and contribute to a more inclusive and environmentally conscious information ecosystem. The study recommends that libraries invest in AI education and training for staff to effectively harness AI capabilities. Libraries, AI developers and stakeholders should collaborate to co-create ethically sound AI solutions. AI applications should be monitored and evaluated continuously to ensure alignment with sustainability objectives and user needs. This research contributes to the field's originality field by examining the intersection of AI, knowledge organisation and sustainability in academic libraries. It offers insights into the transformative potential of AI for library practices and underscores the importance of ethical AI adoption for responsible information management. The findings provide practical recommendations for libraries to leverage AI as a strategic asset for sustainable knowledge organisation and user empowerment.