[Air-l] Fw: Knowledge Management Summer School (fwd)

[Barry Wellman]

fyi
 Barry
 ___________________________________________________________________

  Barry Wellman        Professor of Sociology       NetLab Director
  wellman at chass.utoronto.ca   http://www.chass.utoronto.ca/~wellman

  Centre for Urban & Community Studies        University of Toronto
  455 Spadina Avenue   Toronto Canada M5S 2G8   fax:+1-416-978-7162

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           *** Now Out: _The Internet in Everyday Life_ ***
           Barry Wellman & Caroline Haythornthwaite, editors
                       Oxford: Blackwell, 2002
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Of possible interest to industry and academia....


> > International Summer School on
> >
> >             HUMAN CENTERED DESIGN
> >       of
> > KNOWLEDGE MANAGEMENT SYSTEMS
> >
> >    August 18-22, 2003, Boussens, France
> >
> > Organized by
> > The European Institute of Cognitive Sciences and Engineering
> >
> >     eurisco International
> >
> > http://www-eurisco.onecert.fr/News/hcdkms03.htm (soon)
> >
> >PURPOSE
> >The aim of the International Summer School on Human-Centered Design
> >of Knowledge Management Systems is to enable participants to learn
> >about work practice and the behavior of people in organizations,
> >usability and usefulness of knowledge management processes and
> >tools, socio-cultural issues in virtual worlds, communication,
> >cooperation and coordination. This will be achieved by teaching the
> >basic concepts and methods of managing human-centered design
> >projects by using knowledge management methods and tools through a
> >five-day international summer school using a mixture of tutorials,
> >lectures, group exercises and discussions.
> >
> >
> >BACKGROUND
> >The theme for this International Summer School is Human-Centered
> >Design of Knowledge Management Systems (HCDKMS'03). It reflects the
> >growing and universal influence of Information Technology (IT) on
> >the development of systems in industry and the use of these systems
> >in a wide variety of organizations. Among relevant industrial
> >sectors are aerospace, telecommunications, medicine, nuclear energy,
> >transport, chemical and food industries.
> >HCDKMS'03 will develop a system level view of Knowledge Management
> >(KM) in various types of groups ranging from teams to organizations
> >to communities of practice. Various viewpoints will be developed
> >covering safety, security, reliability, comfort, usability,
> >usefulness, and acceptability of KM tools and organizational setups.
> >KM is not simply a property of an individual person, but a relation
> >between a person and task demands set within an organizational
> >context. Organizational context is dynamic since people's skills and
> >knowledge are constantly evolving resulting in the emergence of new
> >practices. The design of increasingly information-intensive systems
> >requires knowledge about the decision-making process itself.
> >Experience feedback permits organizations to learn from operational
> >incidents and accidents. Key issues here include how to understand
> >experience in terms that can be used to change practices, and how to
> >design channels for the communication of representations of
> >operational experience. Taking KM seriously requires understanding,
> >co-designing, and testing integrated KM systems and organizational
> >setups concurrently. The design of KM systems thus requires
> >involvement and knowledge sharing among people with different sorts
> >of expertise. HCDKMS'03 will provide a wide range of expertise
> >including human-computer interaction (HCI), computer-supported
> >cooperative work (CSCW), artificial intelligence (AI),
> >knowledge-based systems (KBS), sociology and human factors.
> >HCDKMS'03 will explore the current solutions and on-going work on
> >the way groups take and should take into account organizational
> >issues of workplace automation, people and organizational models,
> >and the effects of incrementally-intrusive virtual environments on
> >work practices. HCDKMS'03 will leave plenty of time for participants
> >to explore their own work practice using information technology and
> >designing automation. Lecturers will provide state-of-the-art
> >knowledge and know-how on the evolution of technology and the
> >emergence of work practices.
> >
> >
> >WHO SHOULD PARTICIPATE
> >HCDKMS'03 is aimed at people from industry and academia who in their
> >line of work are involved with or responsible for designing and
> >implementing knowledge management solutions in their everyday
> >environments. This includes system designers, system analysts,
> >technical managers, design team leaders, human factors specialists,
> >etc. Participants should have some experience with at least one of
> >the following topics: human factors; engineering and/or design;
> >information technology; documentation; resource management;
> >organizational issues; database management and/or use; or project
> >management.
> >
> >
> >LECTURERS
> >HCDKMS'03 will be taught by the following international team of
lecturers:
> >
> >Guy Boy, PhD, President of the European Institute of Cognitive
> >Sciences and Engineering (EURISCO International), France.
> >
> >Jonathan Grudin, PhD, Senior Researcher in the Adaptive Systems and
> >Interaction Group at Microsoft Research and Affiliate Professor in
> >the University of Washington Information School, USA.
> >
> >Robert De Hoog, PhD, Professor of Information and Knowledge
> >Management at the University of Twente and Associate Professor of
> >Social Science Informatics (SWI) at the University of Amsterdam, The
> >Netherlands.
> >
> >Kari Kuutti, PhD, Professor in the Department of Information
> >Processing Science at the University of Oulu, Finland.
> >
> >Dan Shapiro, Professor and Head of the Department of Sociology at
> >Lancaster University, UK.
> >
> >COURSE CONTENT
> >Co-Adaptation of People and Technology
> >- Guy Boy
> >Socio-technical systems of our post-industrial era embed their own
> >internal cognitive mechanisms and behavior. New information
> >technology has induced new practices and human roles. The resulting
> >co-adaptation of people and technology will be analyzed in the light
> >of various theories of human cognition. We will analyze various
> >aspects of human cognition embedded into artifacts. Even if they do
> >not use the same kinds of tools and practices, all civilizations
> >need to manage the knowledge that they produce and use. These tools
> >can be physical or conceptual. For a very long period of time, the
> >Art of Memory was used to manage knowledge. Knowledge transfer was
> >essentially based on oral transmission within small groups. Printing
> >started to extend knowledge transfer to larger groups. Descartes
> >created a method that revolutionized knowledge management reducing
> >most problems to mathematical equations that are possible to solve
> >by definition. The fact that Descartes' method worked successfully
> >in the material world tremendously influenced the twentieth century
> >because it was almost totally technology-oriented. It is amazing to
> >observe that the computer, the ultimate production of Descartes'
> >method, suddenly rehabilitates the Art of Memory because the
> >materialistic approach to the world is no longer sufficient. The Web
> >recreates artificial villages (communities) where people can
> >communicate almost exactly as their ancestors communicated in their
> >small villages. We discuss a dual problem in cognitive science that
> >opposes a classical scientific approach to an experiential one, and
> >some of its potential impacts on life support systems such as
> >human/organizational learning and human-centered
> >design.
> >
> >Human-Centered Design: Taking Seriously Human Factors in Engineering
> >Requires New Organizational Setups
> >- Guy Boy
> >For the last decade, most organizations developing or using
> >safety-critical systems needed to implement strategies to improve
> >human reliability. Human factors teams were developed. Engineers
> >were trained in human-centered design (HCD). However, without an
> >appropriate organizational setup, HCD is very difficult to achieve
> >properly. In this lecture, we will review the concepts of
> >traceability, experience feedback, articulation work, organizational
> >memory and change management. These concepts will be used to analyze
> >information technology that is currently used in large organizations
> >for knowledge and information exchange. In any organization, human
> >factors are not only a target for improving the use of products, but
> >also for development processes themselves and their too often
> >complex articulations. In particular, engineers produce a large
> >amount of documents and undocumented knowledge-this will be further
> >analyzed for the sake of improving engineering processes.
> >The concept of active documents will be presented together with a
> >methodology grounded in the cognitive function analysis of
> >organizational setups and product requirements. In particular, the
> >concurrent development of artifacts (products) and their
> >documentation (operational support as well as evaluation and design
> >rationales) will be presented as a support to participatory design
> >and traceability. Design support tools will be presented. Guy Boy
> >
> >Important Emerging Patterns of Technology Use in Organizations
> >- Jonathan Grudin
> >One important change in the use of software in many organizations is
> >that it has spread vertically as well as horizontally. "Managers
> >don't type" was once the rule, but increasingly they do use
> >software. As a result, applications that are widely used in
> >organizations have at least three different patterns of use: one for
> >individual contributors, one for managers, and one for executives.
> >Optimal use within each group is shaped by activity and incentive
> >structures. Within each group, interaction leads to the adoption of
> >the same features and conventions. Some choices are dictated by
> >efficiency and others are arbitrary but better when everyone works
> >the same (it doesn't matter which side of the road we drive on as
> >long as we all drive on the same side).
> >Another consequence of this change is that in the past, managers
> >were trailing adopters-individual contributors adopted hands-on use
> >of email, word, and browsers first. Today managers may be early
> >adopters of some technologies. This has subtle but significant
> >consequences for design and deployment.
> >In general, when designing, acquiring, or supporting such an
> >application, the best approach could be to treat it as three
> >distinct applications. Failure to do so results in problems and lost
> >opportunities. The applications discussed include email, shared
> >calendars, browsers, document databases, application-sharing,
> >desktop videoconferencing, and team
> >workspaces.
> >
> >
> >Streaming Media Studies of MSR Prototype Systems
> >- Jonathan Grudin
> >The Microsoft Research Collaborative and Multimedia Systems Group
> >focused on making audio and video as versatile as print. Areas of
> >experimentation include low-cost capture of audio and video,
> >multimedia browsing and skimming, tele-presentation, and
> >collaborative annotation of multimedia content. In order to
> >understand the behavioral and social factors that are critical to
> >the success of such technologies, we have conducted numerous
> >experiments with prototype systems. These include detailed analysis
> >of ongoing use of multimedia within our company, experimental use of
> >our technologies in internal training courses, laboratory studies,
> >and trials conducted jointly with university partners. I will review
> >this work, aspects of which have been published in over twenty
> >papers in conferences on multimedia, human-computer interaction,
> >computer supported cooperative work, and the world wide web. I will
> >also describe some work on notification and awareness, technologies
> >that we see interacting with multimedia in future office and mobile
> >settings.
> >
> >Knowledge Management and Learning
> >- Robert de Hoog
> >In order to understand the meaning and scope of knowledge management
> >systems, there is a need for a firm grasp of conceptual
> >underpinnings of knowledge management proper. This lecture will
> >start with an interactive session in a game-like format where
> >participants play the knowledge management role. Based on the
> >experiences from this session a conceptual frame for knowledge
> >management will be developed that can act as the basis for
> >human-centered aspects in knowledge management. These aspects are
> >visible in two distinct models: a knowledge management model that
> >can be seen as a procedural model of how to perform knowledge
> >management and a process model of a knowledge intensive organization.
> >Both models rely strongly on human actions, perspectives and values.
> >The process model will show what knowledge processes are important
> >in an organization, how these knowledge processes can influence key
> >performance indicators and which interventions can improve knowledge
> >processes. These interventions are to a large extent non-technical
> >in the sense that they rarely rely on information systems alone.
> >Effective interventions are mainly combinations of human,
> >technological and organizational actions. As both models are
> >incorporated in a simulation environment for learning knowledge
> >management not only the structure but also the behavior of the
> >models will be shown, explored and discussed. Through this
> >discussion the session will refer back to the experiences from the
> >initial activity.
> >Finally attention will be paid to learning knowledge management and
> >the effectiveness of simulation micro-worlds. This will include the
> >benefits and the dangers of exercising in a simplified simulated
> >world. Human factors influencing the design and fielding of this
> >kind of knowledge management learning systems will be presented.
> >
> >
> >Knowledge Modeling for Knowledge Management
> >- Robert de Hoog
> >As knowledge management is supposed to deal with knowledge, sooner
> >or later it will face in theory as well in practice the question of
> >how to describe knowledge. Before you can manage something you must
> >have an idea what this "something" is. This question can be
> >addressed from an epistemological perspective, but most of the time
> >this will lead to un-decidable definition problems. A more pragmatic
> >approach is to focus on modeling/describing a configuration of
> >competences, information and data that one chooses to call
> >knowledge. These descriptions/models can be built at different
> >levels of generality, depending on the goals one wants to achieve.
> >The range is from rather general knowledge description frames to
> >detailed knowledge models. In this entire range the role of human
> >factors is crucial, the more because most of the time knowledge is
> >strongly tied to human agents. Nevertheless it is possible to
> >"disembody" (parts of) knowledge from the human agent, as has been
> >shown by several developments in Artificial Intelligence. For this a
> >more in-depth modeling of knowledge is needed. This modeling
> >approach will be demonstrated by using elements from the well known
> >CommonKADS methodology. The strength of this methodology is that it
> >not only focuses on the knowledge per se, but also on individual and
> >organizational factors influencing the deployment of automated
> >knowledge (as happens in expert or knowledge based systems).
> >In order to become a bit more acquainted with this methodology
> >participants will have the opportunity to build a set of models for
> >an example domain. These models will be presented and reviewed in
> >order to promote the sharing of modeling experiences and
> >insights
> >
> >Community Knowledge and Information Technology
> >- Kari Kuutti
> >The notion of "community knowledge" has gained increasing interest
> >during the last years in areas like community computing, knowledge
> >management, organizational memory and various sub-domains of
> >computer-supported cooperative work. What is actually meant by the
> >term "community knowledge" is often not clear at all. The purpose of
> >the talk is to give an overview on the variety of ongoing research
> >and to suggest an orienting framework for the field. The talk will
> >give some reasons why community knowledge may be becoming popular
> >just now, present an overview how widely and under how different
> >headings related issues are discussed (and give some pointers to the
> >relevant literature), suggest a framework to orient in the field and
> >explore what might be the useful relation between community
> >knowledge and information technology. The focus of the talk is not
> >in the technical systems, but in conceptual, psychological, social,
> >and organizational issues related in generating, maintaining and
> >sharing community knowledge.
> >
> >Knowledge Management, Organizational Innovation and Organizational
Inertia
> >- Kari Kuutti
> >The lecture discusses the role of knowledge management in
> >organizational innovation and the problems and obstacles in the
> >practical implementation of such innovations. It emphasizes the
> >importance of knowledge tools in situations where a change of
> >processes, ways of working, is not enough but where the whole object
> >of the work is changing and a more radical reorientation of the work
> >is needed. A knowledge tool does not itself automatically bring such
> >a change, but to be efficient the change must be innovated by the
> >participants themselves. A suitable knowledge tool may help
> >participants to grasp better the changing new object of their work,
> >and thus support efficiently the innovation process. An illustrative
> >example case is reviewed where a new, locally developed knowledge
> >management tool enabled an organizational innovation that solved a
> >severe reorientation problem for one part of an organization. The
> >attempts to spread the innovation further within the organization
> >were, however, not so successful and were further actively resisted
> >and blocked by the parent
> >organization.
> >
> >Ethnography, Participation and the Co-Realization of Systems
> >- Don Shapiro
> >Although it is still a minority and a specialized approach,
> >ethnographic contributions to systems design have achieved
> >increasing credibility. With them, we learn about the communities of
> >practice through which work is accomplished in ways that are not
> >available through other methods. Similarly, participatory design
> >retains its claim to our attention, through emphasizing that
> >immediate users are the best custodians of their own knowledge
> >practices. Recently, teams of designers that incorporate
> >ethnographic and participatory approaches have turned their
> >attention to much more ambitious systems. In the past, they have
> >focused on making appropriate uses of readily-available technology
> >in particular settings. Now, they are attempting to forge
> >large-scale collaborative environments using-and indeed
> >creating-very advanced technologies. This places different demands
> >on how such design teams work. All of the contributors,
> >participatory designers, ethnographers and user-practitioners-need
> >to embark on a continuing involvement in a journey whose destination
> >is unclear. This may perhaps be better described as a process of
> >'co-realization' than as participatory or ethnographically-informed
> >design. It may also involve new techniques such as 'future
> >workshops' to cope with the advanced technologies and holistic
> >environments that are involved. This lecture will explore some
> >current examples of this process and its
> >outcomes.
> >
> >Spatial Computing and the Practice of Real Virtuality
> >- Dan Shapiro
> >Ethnographically informed approaches to knowledge and knowledge
> >management, developed within Sociology and Anthropology, emphasize
> >the generation and deployment of knowledge as a situated and
> >collaborative achievement. They are suspicious of approaches to
> >knowledge that regards it as a 'thing' that can be externalized,
> >stored, assembled and applied independently of the circumstances and
> >practices of its use. Hence they are cautious of attempts to
> >categorize, invoke and manipulate knowledge in terms of its apparent
> >logical or informational properties. This would seem to make systems
> >design for knowledge management impossible, since what systems do is
> >exactly to apply logical and specifiable processes to their objects.
> >This lecture explores some of our recent attempts to finesse this
> >problem. We draw inspiration from the ways in which people arrange
> >and manipulate their working materials in their physical
> >environment, so that the organization and 'flow' of their materials
> >produces a context of 'knowledge' for the tasks to hand, both for
> >themselves, and as a means of communication and collaboration with
> >others. We are developing systems that use advanced technologies to
> >create collaborative environments for digital materials and for
> >mixing and interpenetrating digital and physical materials. The main
> >emphasis is on how multiple environments of this kind are produced
> >by users as a trace of their work itself, rather than on the basis
> >of the properties of the materials. The 'sense-making' is done by
> >users supported by the environment rather than by the system. These
> >mixed spatial environments do not simply mirror physical ones, but
> >have complex properties in use of their
> >own.
> >
> >LECTURERS
> >GUY BOY is President and Director of the European Institute of
> >Cognitive Sciences and Engineering (EURISCO International). He was a
> >Principal Investigator and Group Leader (Advanced Interaction Media)
> >at NASA Ames Research Center for 5 years. He spent 10 years at the
> >Office National d'Etudes et de Recherches Aérospatiales (French
> >NASA) as a research scientist and principal investigator. His
> >research is in Human-Centered Design (HCD) of safety-critical
> >dynamic systems. He is currently working on the development of
> >methods and techniques that improve traceability of design decisions
> >and participatory design. From 1994 to 1996, he was the Scientific
> >Coordinator of the European Network RoHMI (Robust Human-Machine
> >Interaction) gathering 11 European research laboratories, and
> >sponsored by the CEC DG XII. Since 1995, he has directed a series of
> >industrial summer schools on human-centered automation,
> >human-centered design of organizational memory systems and design
> >for safety. From 1995 to 1999, he served as Executive Vice Chair of
> >the ACM (Association for Computing Machinery) SIGCHI Executive
> >Committee. He is currently involved in the scientific coordination
> >of the WISE IST European project (Web-enabled Information Services
> >for Engineering).
> >
> >
> >JONATHAN GRUDIN has been a Senior Researcher at Microsoft Research
> >since 1998, working in the Collaborative and Multimedia Systems and
> >the Adaptive Systems and Interaction groups. Prior to that he was
> >Professor of Information and Computer Science at University of
> >California, Irvine. He has also taught in Computer Science and
> >Engineering departments at Aarhus University, Keio University, and
> >the University of Oslo, and is now Affiliate Professor in the
> >University of Washington Information School. He previously worked at
> >the MCC consortium in Austin, Texas, at Wang Laboratories, and at
> >the UK Medical Research Council Applied Psychology Unit after
> >receiving his Ph.D. in Cognitive Psychology at UC San Diego, working
> >with Donald Norman.
> >He is Editor in Chief of ACM Transactions on Computer-Human
> >Interaction and on the editorial boards of several other journals
> >and book series, including Human-Computer Interaction, Computer
> >Supported Cooperative Work, and Information Systems Research,
> >leading journals in their areas. He co-wrote and edited the widely
> >used Readings in Human-Computer Interaction: Toward the New
> >Millenium. Active in both human-computer interaction and computer
> >supported cooperative work since these fields emerged, he has
> >published over 100 papers on a range of topics. For the past ten
> >years, his two primary research topics have been the adoption and
> >use of technology in organizations, and the design and use of
> >multimedia systems.
> >
> >ROBERT DE HOOG is Professor of Information and Knowledge Management
> >at Twente University, and Associate Professor of Social Science
> >Informatics at the University of Amsterdam. Since the mid 1980's he
> >has been involved in many projects in the area of artificial
> >intelligence, expert systems, knowledge based information retrieval
> >and knowledge management. His most recent projects are the EU funded
> >KITS projects which has built a comprehensive knowledge management
> >learning simulation game and the METIS project which focuses on
> >knowledge mapping techniques and methods using different ontologies.
> >He has published more than 100 papers on the topics mentioned above
> >and is co-author of the book entitled Knowledge Engineering and
> >Management: the CommonKADS Methodology, published by MIT Press in
> >2000.
> >
> >
> >KARI KUUTTI is Professor of Human-Computer Interaction and Group
> >Technology in at the University of Oulu, Finland and leads the
> >INTERACT research group. He was previously a Professor of
> >Human-Computer Interaction and usability at the Helsinki University
> >of Technology. He has published over 90 papers on HCI,
> >Computer-Supported Cooperative Work, product concept development,
> >and organizational learning. Professor Kuutti was the program
> >co-chair of the NordiCHI02 conference and is general co-chair of
> >theECSCW03 conference. He is on the editorial board of the Journal
> >of Cognitive Technology, the Journal of Computer-Supported
> >Cooperative Work, and the forthcoming Journal of Communities and
> >Technologies. He has given tutorials on community knowledge both in
> >CSCW and ECSCW conferences. His central research area is computer
> >support of individual and cooperative sense-making in design
> >processes.
> >
> >DAN SHAPIRO is Professor of Sociology and currently Head of
> >Department at Lancaster University in the UK. He is co-author of
> >several books on social and spatial restructuring and on the use and
> >design of information systems. He has written and researched widely
> >on ethnography and work practice, on participatory design, on
> >computer-supported cooperative work, and on the politics and theory
> >of interdisciplinary design.  His research has been funded by the
> >European Union under Frameworks 4 and 5, by the UK Economic and
> >Social Research Council, and the UK Engineering and Physical
> >Sciences Research Council. His research projects have included
> >information systems in Air Traffic Control, in the Police Service,
> >in architecture and in landscape architecture. He is currently
> >working on a project on spatial computing for the aesthetic design
> >professions as part of the EU Fututre and Emerging Technologies
> >'Disappearing Computer' program.
> >
> >COURSE LOCATION
> >HCDKMS'03 will take place at the Hotel Le Tolosan, Boussens, France,
> >located at 30 minutes from Toulouse. The Hotel Le Tolosan, in the
> >foothills of the Pyrénées, offers a breath-taking setting for all
> >kinds of open-air activities, including a three hole golf course and
> >driving range, squash and tennis courts, gym and sauna.
> >
> >COURSE FEES AND PAYMENT
> >The fee for Human-Centered Design of Knowledge Management '03 is
> >2200 Euros. This includes five days of lectures, course material,
> >coffee breaks, full room and board in single accommodation at the
> >Hotel Le Tolosan, from dinner on Sunday evening17/08 to Friday 22/08.
> >Payment may be made by cheque in Euros made out to EURISCO
> >International or by bank transfer mentioning HCDKMS'03 and your
> >name. Please inform your bank that transfer fees are to be paid by
> >the issuer.
> >Due to the nature of this summer school, the number of participants
> >will be limited to 50. Participants will be accepted on a first
> >come, first served basis.
> >
> >REGISTRATION DEADLINE
> >Application for registration must be received before May 1st, 2003.
> >Full course fees must be paid to the HCDKMS'03 Office by June 30th,
> >2003.
> >
> >ACCOMPANYING PERSONS
> >A limited number of accompanying persons can be housed at the course
> >site. There is no charge for accompanying persons, but additional
> >expenses (accommodation and food) must be paid directly to the
> >hotel. Further details can be obtained from the summer school
> >office; early notification is required.
> >
> >FURTHER INFORMATION
> >For further information check the HCDKMS'03 web site at
> >http://www-eurisco.onecert.fr/News/hcdkms03.htm or contact Helen
> >Wilson at the summer school office:
> >
> >HCDKMS'03 OFFICE
> >European Institute of Cognitive
> >Sciences and Engineering (EURISCO International)
> >4 Avenue Edouard Belin
> >31400 Toulouse, France
> >Tel: +33 (0)5 62 17 38 38Fax: +33 (0)5 62 17 38 39
> >E-mail: wilson at onecert.fr -
http://www-eurisco.onecert.fr/News/hcdkms03.htm
> >
> >REGISTRATION FORM
> >
> >First             Last
> >Name________________________Name____________________________________
> >
> >Company
> >Institution _________________________________________________________
> >
> >Address _____________________________________________________________
> >
> >City_________________________State/Prov______________________________
> >
> >Zip/Postal Code__________________________Country______________________
> >
> >Tel ___________________________Fax___________________________________
> >
> >Email ______________________________________________________________
> >
> >EURISCO International Bank details:
> >Société Générale
> >Banque: 30003
> >Guichet: 02110
> >N° Compte: 00025718150
> >R.I.B: 47
> >Domiciliation: Toulouse
> >
> >
> >Fax form to: +33 (0)5 62 17 38 39
> >Register on line: http://www-eurisco.onecert.fr/News/hcdkms03.htm
> >
> >Eurisco International will not accept any bank charges linked to payment.
> >
> >Refund policy
> >Full refunds will be provided upon receipt of written
> >notification before 31 July 2003.
> >NO REFUNDS WILL BE MADE AFTER THIS DATE.
> >
> >--
>
>
> --
> ****************************************************************
> Prof. Paul Milgram
> Dept. Mechanical & Industrial Engineering, University of Toronto
> milgram at mie.utoronto.ca
> Tel/Fax:  416-978-3662
> http://etclab.mie.utoronto.ca