Development of terminological resources for expert knowledge: a case study in mining     

Ljiljana?Kolonja  Ranka?Stankovi?Email author  Ivan?Obradovi?  Olivera?Kitanovi?  Aleksandar?Cvjeti? 《知识管理研究与实践》2016,14(4):445-456

In this paper we outline an approach to application of ontology in knowledge management. The University of Belgrade Faculty of Mining and Geology research team has developed a terminological resource to support knowledge management in mining engineering. Mining engineering, like all other engineering disciplines, needs comprehensive, consistent and standardized definitions of terms for efficient knowledge management and interoperability among various related IT applications. This goal can best be reached by terminological resources in electronic form organized as thesauruses or ontologies. The resource used to illustrate this approach, RudOnto, is a system of ontologies developed for mining engineering and their application in mining equipment and mine safety domains. Key benefits of applying ontologies in knowledge management, aside from securing interoperability, are enhancement of browsing/searching functions, and reuse and structuring capabilities. Through export to several specific formats, RudOnto ontologies offer the possibility of generating stand-alone terminological resources or ontologies in specific sub-fields, such as mining equipment, mine safety and geostatistics.  相似文献   

Knowledge management research & practice: visions and directions     

John S?EdwardsEmail author  Meliha?Handzic  Sven?Carlsson  Mark?Nissen 《知识管理研究与实践》2003,1(1):49-60

This editorial paper outlines key directions for knowledge management research and practice. The editorial team presents the results from a small survey of academics and practitioners about the present and future of knowledge management, and the editors include their own informed views on how this journal can help promote scholarly inquiry in the field.  相似文献   

Customer’s role in knowledge management and in the innovation process: effects on innovation capacity and marketing results     

Pilar?FidelEmail author  Amparo?Cervera  Walesska?Schlesinger 《知识管理研究与实践》2016,14(2):195-203

Scholars have acknowledged customer knowledge management (CKM) as a key strategic resource for improving innovation and supporting long-term customer relationship management. This study provides a deeper understanding of the internal antecedents of business innovation capacity overcoming previous approaches. A model that had not previously been tested was used to analyse the role of customer collaboration and CKM – measured as a second-order construct – in innovation processes and marketing results. To test the model, structural equation modelling (partial least squares) was applied to a random sample of 210 Spanish companies. Results confirm that CKM and customer collaboration are antecedents of innovation capacity and marketing results. Furthermore, the effect of CKM is greater than the effect of customer collaboration. This paper provides a basis for managers to encourage innovation in their companies and explains how managers can improve marketing results.  相似文献   

On studying organizational knowledge     

Gerardo?PatriottaEmail author 《知识管理研究与实践》2004,2(1):3-12

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Corneal relaxing incision combined with phacoemulsification and IOL implantation     

沈晔  童剑萍  李毓敏 《浙江大学学报(A卷英文版)》2004,5(8):985-988

Objective: To analyze the effectiveness and safety of corneal relaxing incisions (CRI) in correcting keratometric astigmatism during cataract surgery. Methods: A prospective study of two groups: control group and treatment group. A treatment group included 25 eyes of 25 patients who had combined clear corneal phacoemulsification, IOL implantation and CRI. A control group included 25 eyes of 25 patients who had clear corneal phacoemulsification and IOL implantation.Postoperative keratometric astigmatism was measured at 1 week, 1 month, 3 months and 6 months. Results: CRI significantly decreased keratometric astigmatism in patients with preexisting astigmatism compared with astigmatic changes in the control group. In eyes with CRI, the mean keratometric astigmatism was 0.29±0.17 D (range 0 to 0.5 D) at 1 week, 0.41±0.21 D (range 0 to 0.82 D) at 1 month, respectively reduced by 2.42 D and 2.30 D at 1 week and 1 month postoperatively (P=0.000, P=0.000), and postoperative astigmatism was stable until 6 months follow-up. The keratometric astigmatism of all patients decreased to less than 1.00 D postoperatively. Conclusions: CRI is a practical, simple, safe and effective method to reduce preexisting astigmatism during cataract surgery. A modified nomogram is proposed. The long-term effect of CRI should be investigated.  相似文献   

Experienced teachers’ expectations about the potential effectiveness of spelling exercises     

Mieke?BosEmail author  Pieter?Reitsma 《Annals of dyslexia》2003,53(1):104-127

In order to investigate what issues might be important for experimental training research, a group of experienced remedial teachers was asked to evaluate the potential effectiveness of various spelling exercises. After addressing some general questions about spelling exercises for Dutch poor spellers, they made rankings of several sets of exercises on the basis of the expected effectiveness. The teachers had to give their responses based on their own experiences and with a specific child with poor spelling in mind. The results show that the teachers emphasize the importance of providing rules in spelling exercises, but also agree that poor spellers often have serious difficulties in applying these rules in spelling. Furthermore, the rankings show that exercises with a combination of rule-based strategies and showing the whole orthographic pattern of the word are considered to be most effective. Learning to memorize the word without showing the spelling of the word was considered to be the least effective. Surprisingly, individual characteristics of the children did not seem to have any influence on the ranking of the exercises. It is concluded that exploiting the experience and knowledge of teachers may be good, but is only the first step for further research on the effectiveness of exercises for poor spellers.  相似文献   

Enhancing Eighth Grade Students' Learning of Buoyancy: The Interaction of Teachers' Instructional Approach and Students' Learning Preference Styles     

Hsiao-Ching?SheEmail author 《International Journal of Science and Mathematics Education》2005,3(4):609-624

This study investigates the potential of enhancing students' learning of difficult science concepts by exploring the interaction between teachers' four different instructional approaches and students' four different learning preference styles. Students' immediate performance and their retention for learning of buoyancy concepts serve to examine the effects, using the concept of “buoyancy,” which has been classified as a difficult concept because it is at a higher hierarchical level and involves the understanding of both matter and process. Results indicate that students' post-test scores were significantly affected by both the types of instruction and students' learning preference styles; while students' retention test scores were significantly affected by the types of instructions. Moreover, this study does not support that matching teaching style with students' learning preference would make students' learning more effective. Nevertheless, because procedural learning preference styles (QB-learning preference) students performed better on the retention test than other learning preference styles students, it indicates the possibility that procedural learners are more efficient than others for learning such higher hierarchical and difficult concepts, regardless of the types of instruction students receive.  相似文献   

The effect of dynamic assessment based instruction on Children’s Learning     

Sun-Geun?BaekEmail author  Kyoung?Jin?Kim 《Asia Pacific Education Review》2003,4(2):189-198

The purpose of this study is to demonstrate that dynamic assessment based instruction increases children’s learning by using a quasi-experimental research design in Korea. In this study, dynamic assessment is defined as a measurement method of the zone of proximal development (ZPD) as well as the qualitative and quantitative diagnostic information for individual children. In addition, dynamic assessment based instruction is defined as a teaching method using the diagnostic information types in order to increase children’s learning. In this study, 59 children between the ages of 4 and 5 participated. Three types of number concept achievement tests (pre-test, parallel test, and post-test) for each age group were developed and the content validity, face validity, and split-half reliability were examined. After conducting the pre-test, the children of each age group were divided into an experimental group and a control group. Dynamic assessment based instruction regarding number concepts was undertaken only with the experimental group for 4 weeks. Both groups took a post-test after completing the 4 weeks of classes. The ANCOVA technique wa ls used for data analysis. The result of this study shows that dynamic assessment based instruction has a significant effect on children’s learning of number concepts (in the case of 4-year-old children, F = 12.34, p<0.01; 5-year-old children, F = 20.03, P<0.01). Therefore, dynamic assessment based instruction should be used widely for children’s cognitive learning.  相似文献   

Extending the Bounds of Race and Racism: Indigenous Women and the Persistence of the Black–White Paradigm of Race     

Angelina?E.?CastagnoEmail author 《The Urban Review》2005,37(5):447-468

In this article, I illustrate how the dominant Black–White binary paradigm of race in the United States situates Indigenous women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are thus salient in the lives of Indigenous students in multiple and complex ways—ways which are rarely elaborated upon in the current research literature. Angelina E. Castagno is a PhD Candidate in the Department of Educational Policy Studies, University of Wisconsin-Madison.  相似文献   

No evidence for overshadowing or facilitation of spatial pattern learning by visual cues     

Michael?F.?BrownEmail author  Sue?Y.?Yang  Kelly?A.?Digian 《Learning & behavior》2002,30(4):363-375

Two experiments were conducted to examine the effects of redundant and relevant visual cues on spatial pattern learning. Rats searched for hidden food items on the tops of poles that formed a square (Experiment 1) or a checkerboard (Experiment 2) pattern. The experimental groups were trained with visual cues that specified the locations of the baited poles. All groups were tested without visual cues so that any overshadowing or facilitation of spatial pattern learning by visual cues could be detected. Spatial choices were controlled by the spatial pattern and by the visual cues in both experiments. However, there was no evidence of overshadowing or facilitation of spatial pattern learning by visual cues in either experiment. The results are consistent with the idea that the representation of the spatial pattern that guides choices is not controlled by the same learning processes as those that produce associations between visual cues and food locations.  相似文献