The Study on Intelligent Decision and Personalized Recommendation of Job Information Service

2018 ◽  
pp. 269-277
Author(s):  
Chen Li ◽  
Cheng Yang
Keyword(s):  
Information Service ◽  
Personalized Recommendation ◽  
Job Information ◽  
Intelligent Decision

Research on the Construction of Personalized Active Information Service Model in Digital Library

2013 ◽  
Vol 753-755 ◽  
pp. 3071-3074
Author(s):  
Kai Tang
Keyword(s):  
Digital Library ◽  
User Modeling ◽  
Information Service ◽  
Intelligent Agent ◽  
Personalized Recommendation ◽  
Service Model ◽  
Modeling Technology ◽  
Push Technology ◽  
Professional Fields ◽  
Self Learning

Based on study of users behaviors, interests, hobbies, professional fields and habits, personalized active information service in digital library is a kind of information service which takes the user's personalized needs as the center. Its key technologies includes user modeling technology, intelligent agent technology, ontology technology, Web data mining, personalized recommendation technology and information push technology etc. Based on the above technologies, this paper constructs a kind of multi-technology personalized active information service model, which can give full play to superiority of various technologies, and has the feature of intelligence. The model applies the technology of user modeling, ontology, intelligent agent, and draws on the general principle of personalized active information service, which is characterized by self-learning, self-renewal and other intelligent elements.

Job Information Scale

2007 ◽  
Author(s):  
David G. Allen ◽  
Raj V. Mahto ◽  
Robert F. Otondo
Keyword(s):  
Job Information ◽  
Information Scale

From accounting to report: Digitalization of college and related issues

2020 ◽  
pp. 16-25
Author(s):  
D. N. Butorin
Keyword(s):  
Information Systems ◽  
Vocational Education ◽  
Professional Education ◽  
Vocational Training ◽  
Oil And Gas ◽  
Information Service ◽  
Accounting System ◽  
Educational Organization ◽  
Job Tasks ◽  
Digital Services

The article discusses the process of the digitalization of the educational organization of secondary vocational education. When automating routine processes, at some point, problems may arise in the transition from solving local accounting problems to submitting regulated reports. Often, digitalization becomes the only possible solution to the problems of combining the performance of job tasks based on data from various departments. This is especially evident when implementing integration with external federal information systems. The development of digital services for students with the help of the information service “NaLentu!” (”Go to a Class!”) is shown. Based on it, the mailing of the schedule, the “digital student’s record-book”, and the order of documents are implemented. It is described how one of the federal systems became the reason for the digitalization of processes in social accounting, the appointment and accrual of grants. The problems of the implementation of the accounting system on the part of employees, in particular, the perception by some of them of digitalization as a threat to their interests, are indicated. Further automation trends after the implementation of information systems in the decision of the central tasks of the educational organization are demonstrated. The stages of the introduction of information systems for accounting for vocational training and additional professional education are described, the analysis of the results of their implementation on the basis of College of Oil and Gas in Achinsk is given.

Influence of the content of postgraduate education of radiologists on the number of diagnostic pitfalls

2018 ◽  
pp. 109-117
Author(s):  
S. Р. Morozov ◽  
A. V. Kvasyuk ◽  
N. N. Vetsheva ◽  
N. V. Ledikhova ◽  
D. N. Kureshova
Keyword(s):  
Clinical Education ◽  
Professional Education ◽  
Information Service ◽  
Diagnostic Errors ◽  
Postgraduate Education ◽  
Length Of Service ◽  
Professional Activities ◽  
Specialty Differences ◽  
Medical Radiology

Background.Question about the quality and format of postgraduate education of doctors raises increasingly in recent years. Development of professional standards and transition to a system of continuing professional education have allowed professional communities to raise issues of the quality of modern education but there is no clear evidence of the dependence of the level of education and the quality of medical care in the accessible literature. Experts of Research and Practical Center of Medical Radiology carried out the identification of dependence of post-graduate education length for radiologists and the quality of their work that can serve as a rationale for amending the system of doctors training.Patients and methods.The data on education and actual work of 85 radiologists of out-patient and in-patient units of medical organizations of the Moscow Healthcare Department have been analyzed. According to the results of the audit of diagnostic studies, carried out in the “Unified Radiological Information Service” system by the specialists of the Research and Practical Center of Medical Radiology, the final assessment of the work of each radiologist was formed, which reflects the presence or absence of diagnostic discrepancies.Results.Parameters of diagnostic errors depending on the age of doctors, the general length of service and the length of service as radiologist, the duration of postgraduate education in the clinical specialty and the specialty “radiology” have been compared.As a result of the analysis, it was found that the increase in the proportion of diagnostic differences is directly related to the increase in the age of the doctor and does not depend on either the length of service or the time of work in the specialty. Differences between the groups of physicians with the largest (professional retraining after clinical residency) and the smallest (clinical education + radiology) percentage of clinically significant discrepancies are statistically significant (p = 0.05, at the normative value of the Student's test score of 2.16).Conclusion.The inverse relationship between the duration of training of the radiologist in the specialty and the proportion of diagnostic errors, which can serve as a significant justification for making proposals for the exclusion of professional retraining within 576 hours for admission to professional activities of radiologists.

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