A knowledge-intensive learning system for document retrieval

2005 ◽  
pp. 65-87 ◽  
Author(s):  
Roy Rada ◽  
Hafedh Mili
Keyword(s):  
Document Retrieval ◽  
Learning System ◽  
Knowledge Intensive

scholarly journals How Technology and Innovation Drive Two Emerging Giants: China and India?

2006 ◽  
Vol 7 (1) ◽  
pp. 1-27
Author(s):  
Douglas Zhihua Zeng
Keyword(s):  
Critical Mass ◽  
Information And Communications Technology ◽  
Learning System ◽  
Global Knowledge ◽  
China And India ◽  
Innovation Activities ◽  
The Face ◽  
Knowledge Intensive ◽  
Innovation Clusters

Being the two most populous, and rapidly catching up developing countries, China and India's emergence is briskly changing the global growth dynamism and economic structure, and has been receiving great global attention all over the world. This paper is intended to examine these two countries' successes from a knowledge and innovation perspective, and to highlight some policy measures for ensuring long-term success. According to the author, the success of these two countries can be mainly attributed to: 1) successful economic reforms backed with clear visions and strategies from the top leadership in the face of crises; 2) tapping into the global knowledge and technologies through FDI foreign direct investment (mainly China) or Diaspora (especially India); 3) the creation of critical mass of innovation and human capital capabilities through a large pool of scientists and engineers and skilled labors; and 4) catching newly emerging knowledge-intensive industries such as information and communications technology (ICTs) and software. To maintain the current dynamisms and ensure continued success, both China and India need to take some effective measures to strengthen their long-term institutional, innovative, and human capacities. These mainly include improving the governance and the overall investment climate; spurring science and technology (S&T) and innovation activities, especially those of the private sector, and strengthening technology diffusion; enhancing R&D efficiency through better linkage with the production sector; further tapping into the global knowledge and technology stock; further leveraging the innovation clusters; improving the quality of education, especially that of the higher education, and establishing a lifelong learning system through a solid accreditation, certification, and qualification system, and extensive use of modern technologies.

scholarly journals Use It Sustainably or Lose It! The Land Stakes in SDGs for Sub-Saharan Africa

Land ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 63 ◽  
Author(s):  
Cheikh Mbow
Keyword(s):  
Learning System ◽  
Sub Saharan Africa ◽  
African Countries ◽  
Policy Makers ◽  
The Sustainable Development ◽  
Transformative Action ◽  
Development Goals ◽  
Internal Policy ◽  
Sub Saharan ◽  
Knowledge Intensive

Sub-Saharan Africa (SSA) failed to meet most Millennium Development Goals (MDGs). The Sustainable Development Goals (SDGs) require knowledge-intensive actions that weigh development goals against sustainability options with several possibilities in various contexts. Land resources are the mainstay for most African communities and the basis of achievement of most SDGs. The “transformation imperative” in Africa will only take place in a differentiated set of resource management and use. The baselines in African countries are rather low in terms of internal policy and economic functions. The objective of this paper is to instate ideas on ways to achieve the SDGs through a new transformative design based on a collective capacity of diverse actors to access a range of land-based practices. We should selectively adapt, adopt, or consolidate various land innovations by targeting place and time where various practices have worked or can work in a range of ecologies; what seems to work over the short-term but reduces risks for the long-term; and what the implications are for wealth, food production, livelihoods, climate change, resilience, and development. This requires a greater capacity to apply what is known about transformative action but also set a collaborative learning system to influence policy-makers and action-takers to support sustainable transformation.

The use of the Freeze-Framer Interactive Learning System in mental training

2007 ◽  
Author(s):  
Frank van den Berg ◽  
Hardy Menkehorst
Keyword(s):  
Interactive Learning ◽  
Learning System ◽  
Mental Training

An Adaptive and Learning System for Feedback-Controlled Evoked Response Studies

1981 ◽  
Vol 20 (03) ◽  
pp. 169-173
Author(s):  
J. Wagner ◽  
G. Pfurtscheixer
Keyword(s):  
Brain Activity ◽  
Evoked Response ◽  
Learning System ◽  
Time Interval ◽  
Electrical Brain Activity ◽  
Long Time ◽  
The Subject ◽  
Eeg Power ◽  
Stimulation System ◽  
Background Eeg

The shape, latency and amplitude of changes in electrical brain activity related to a stimulus (Evoked Potential) depend both on the stimulus parameters and on the background EEG at the time of stimulation. An adaptive, learnable stimulation system is introduced, whereby the subject is stimulated (e.g. with light), whenever the EEG power is subthreshold and minimal. Additionally, the system is conceived in such a way that a certain number of stimuli could be given within a particular time interval. Related to this time criterion, the threshold specific for each subject is calculated at the beginning of the experiment (preprocessing) and adapted to the EEG power during the processing mode because of long-time fluctuations and trends in the EEG. The process of adaptation is directed by a table which contains the necessary correction numbers for the threshold. Experiences of the stimulation system are reflected in an automatic correction of this table. Because the corrected and improved table is stored after each experiment and is used as the starting table for the next experiment, the system >learns<. The system introduced here can be used both for evoked response studies and for alpha-feedback experiments.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Impact of Digitalization on Service Work in Knowledge-Intensive Business Services: An Empirical Study in Tax Consultancies

2019 ◽  
Vol 3 (4) ◽  
pp. 209-222
Author(s):  
Philipp K. Görs ◽  
Henning Hummert ◽  
Anne Traum ◽  
Friedemann W. Nerdinger
Keyword(s):  
Work Engagement ◽  
Service Work ◽  
Psychological Consequences ◽  
Business Services ◽  
Knowledge Intensive Business Services ◽  
Positive Effects ◽  
Knowledge Intensive ◽  
The Impact ◽  
Positive Effect ◽  
Special Case

Digitalization is a megatrend, but there is relatively little knowledge about its consequences for service work in general and specifically in knowledge-intensive business services (KIBS). We studied the impact of digitalization on psychological consequences for employees in tax consultancies as a special case of KIBS. We compare two tax consulting jobs with very different job demands, those of tax consultants (TCs) and assistant tax consultants (ATCs). The results show that the extent of digitalization at the workplace level for ATCs correlates significantly positively with their job satisfaction. For TCs, the same variable correlates positively with their work engagement. These positive effects of digitalization are mediated in the case of ATCs by the impact on important job characteristics. In the case of TCs, which already have very good working conditions, the impact is mediated by the positive effect on self-efficacy. Theoretical and practical consequences of these results are discussed.

SUSTAINING RELATIONSHIPS WITH CLIENTS IN KNOWLEDGE-INTENSIVE SERVICES CASE : INDIAN KNOWLEDGE-INTENSIVE FIRMS

2014 ◽  
Author(s):  
Nishant Kumar ◽  
◽  
Fredrik Nordin ◽  
Keyword(s):  
Knowledge Intensive
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