Scottish toolkit for knowledge management     

Caldwell L  Davies S  Stewart F  Thain A  Wales A 《Health information and libraries journal》2008,25(2):125-134

BACKGROUND: Using specific examples, this paper describes the tools, methods and resources used to develop Managed Knowledge Networks (MKNs) within the NHS Scotland e-Library (http://www.elib.scot.nhs.uk). MKNs help to complete the knowledge management cycle by providing a place to share the learning and discuss the evidence for practice through combining the use of the published material (explicit knowledge) with the experience and knowledge held by individuals, communities and organizations (tacit knowledge). OBJECTIVES: First of all, this paper outlines the e-Library infrastructure, which provides an inter-operable framework to manage the published knowledge using a metadata management system; and a knowledge-sharing tool to support the development of MKNs. It then covers the various stages involved in developing an MKN: gathering and analysing information needs in a variety of ways; presenting and organizing the resources and services for the users as identified in the needs analysis; managing the tacit, personal and local knowledge. CONCLUSION: The toolkit described enables the Knowledge Services Group to take the needs of users, transcribe these into Specialist e-Libraries to provide access to the published information and to support this with accessing and sharing the knowledge of colleagues via MKNs.  相似文献   

Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools     

Allan Luke  Karen Dooley  Annette Woods 《The Australian Educational Researcher》2011,38(2):149-166

This article defines comprehension as a pragmatic social and intellectual practice. It reviews literature on current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy emphasis on the teaching of comprehension as autonomous skills and strategies. The Four Resources model (Freebody and Luke 1990) is used to frame comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway on the teaching of literacy in low socioeconomic schools.  相似文献   

Literacy,Black self‐representation,and cultural practice in an elementary classroom: implications for teaching children of African‐Caribbean heritage     

Annette Henry 《International journal of qualitative studies in education》2013,26(2):119-134

This study examines literacy strategies used by Black teachers who aimed to create an environment in which African‐Canadian pupils could develop literacy skills as well as learn their social histories and personal identities as children of African heritage. The study site, located in a low‐income area of Ontario, Canada, was a school with a student population that was 80% Black. The data for the study were drawn from interviews with teachers about their pedagogy and from participant observations in their classrooms. Based on the findings, some implications for teacher education as well as for culturally supportive pedagogies for children of African heritage are considered.  相似文献   

Book reviews     

Annette Gough  Mark d’Arbon  Cameron Hall 《The Australian Educational Researcher》1998,25(1):111-119

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Treatment Protocols for Language Disorders in Children,Volumes 1 and 2     

Deberea Sherlock  Annette Jacobs 《International Journal of Disability, Development & Education》2008,55(4):343-344

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Making America Modern: Alfred H. Barr,Jr. and the Popularization of Modern Art     

Annette Cox 《Journal of American culture (Malden, Mass. : 2003)》1984,7(3):19-25

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Sport and Gender     

Kai Reinhart  Annette R. Hofmann 《Sportwissenschaft》2003,33(4):492-494

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Influence of strategic direction for NHS Scotland knowledge services on indexing policy for the NHS Scotland e-library     

McLeod L  Thain A  Wales A 《Health information and libraries journal》2005,22(1):44-53

OBJECTIVES: Indexing policy for the NHS Scotland e-Library needs to maximize future inter-operability with other significant health- and social-care-related resources. The strategic drive towards integration and partnership working means that the indexing system has to be widely acceptable to the full range of disciplines within the integrated health-care family. METHODS: Indexes identified by various means and then shortlisted using predefined criteria. RESULTS: Three subject indexes have been chosen--Medical Subject Headings (MeSH), CareData and the Government Category List (GCL), plus mapping between natural language and MeSH terms. This decision was a reasonable compromise between the strategy-driven aim of seamless access for all 'partners in care', and practical constraints of time/manpower. Other authority files (e.g. geographical area, language) are also standards based, and customised to reflect the information needs of an increasingly integrated health-care system. CONCLUSIONS: No single index could provide the scope required to meet the widening range of NHS information need. The influence of high-level strategic aims and objectives have extended their reach to influence indexing policy for the e-Library. Our indexing policy will continue to evolve and contribute to a knowledge management infrastructure capable of supporting current and future NHS Scotland information needs and strategy. Layperson terminology was identified as a gap; additional measures to address this gap are highlighted.  相似文献   

Gesundheit fördern — Krankheit heilen. Neue Wege im Zusammenwirken von Naturwissenschaft — Medizin — Technik     

Annette R. Hofmann 《Sportwissenschaft》2004,34(3):373-376

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Acquiring new knowledge: The role of retaining human capital in acquisitions of high-tech firms   总被引：1，自引：0，他引：1  

Annette L. Ranft  Michael D. Lord 《The Journal of High Technology Management Research》2000,11(2):295-319

Many acquisitions of high-tech firms are motivated by the acquirers' desire to enhance their strategic technological capabilities. However, these capabilities are likely to be embedded to a large degree in the tacit and socially complex knowledge of the acquired firms' individual and collective human capital. This presents a dilemma for acquirers because, unlike tangible or financial assets, the acquired firms' valuable human assets cannot be purchased or owned outright and they can leave the firm at any time. Retention therefore is likely to be of central importance during acquisition implementation in knowledge-intensive firms. Using data from a sample of acquisitions in high-technology industries, the results of this study confirm that retention of specific types of human capital is critical for determining the success of the acquirers' efforts to gain valuable new technological capabilities. Applying the theory of relative standing to predict post-acquisition retention, we find that autonomy, status, and commitment significantly affect retention, but economic incentives do not. We discuss and integrate these results in the context of knowledge-based views of the firm and the existing literature on acquisition implementation.  相似文献