Design of a manufacturing knowledge model

2008 ◽  
Vol 21 (5) ◽  
pp. 526-539 ◽  
Author(s):  
D. A. Guerra-Zubiaga ◽  
R. I. M. Young
2014 ◽  
Vol 90 (3) ◽  
pp. 1149-1168 ◽  
Author(s):  
Mark W. Nelson ◽  
Kathy K. Rupar

ABSTRACT We report the results of two experiments that provide evidence that investors' risk judgments are affected by the numerical format used to describe outcomes within accounting disclosures. Consistent with prior research in psychology, investors assess higher risk in response to dollar-formatted disclosures than to equivalent percentage-formatted disclosures. Consistent with the Persuasion Knowledge Model (Friestad and Wright 1994), this effect is moderated when investors have both (1) awareness that management has discretion over format, and (2) sufficient cognitive capacity to consider its implications. Our results provide insight about the effects of current disclosure formats and suggest implications for managers who choose formats, investors who interpret formatted information, and regulators who consider whether to further prescribe the formats that are used in financial disclosures.


Author(s):  
Rob H. Bracewell ◽  
Saeema Ahmed ◽  
Ken M. Wallace

This paper describes a software tool called DRed (the Design Rationale editor), that allows engineering designers to record their design rationale (DR) at the time of its generation and deliberation. DRed is one of many proposed derivatives of the venerable IBIS concept, but by contrast with other tools of this type, practicing designers appear surprisingly willing to use it. DRed allows the issues addressed, options considered, and associated arguments for and against, to be captured graphically. The software, despite still being essentially a research prototype, is already in use on high profile design projects in an international aerospace company, including the presentation of results of design work to external customers. The paper compares DRed with other IBIS-derived software tools, to explain how it addresses problems that seem to have made them unsuitable for routine use by designers. In addition to the capture and presentation of the DR itself, the set of linked DR graphs can be used to provide a map of the contents of an electronic Design Folder, containing all the documents created by an individual or team during a design project. The structure of the knowledge model instantiated in such a Design Folder is described. By reprising a design case study published at the DTM 2003 conference, concerning the design of a Mobile Arm Support (MAS), the DRed knowledge model is compared with the previously proposed Design Data Model (DDM), to show how it addresses the shortcomings identified in the DDM. Finally the methodology and results of the preliminary evaluation of the use of DRed by aerospace designers are presented.


2018 ◽  
Vol 22 (S6) ◽  
pp. 14625-14635
Author(s):  
A. Christiyana ArulSelvi ◽  
S. Sendhilkumar ◽  
G. S. Mahalakshmi

Author(s):  
Shuichi Fukuda ◽  
Yoshifusa Matsuura ◽  
Premruedee Wongchuphan ◽  
Tokiko Takahashi

Abstract With the increasing globalization and expansion of the people’s activities, distance learning is getting wide attention. Distance learning is not a computer aided education system alone. What is important is that collaboration over the network is a prerequisite for that, so that the technology developed there will be easily utilized for distance manufacturing and other collaborative activities over the network. When we come to think of integrating design and manufacturing over the network, the problem of skill comes up. Skill plays a very important role in manufacturing. But most of the systems developed so far have been focusing their chief attention toward how rigously they can represent design and manufacturing knowledge and experience in terms of symbols, and non-symbolic approaches are still few. It is believed that motion occupies a large portion of skills, but the present systems being such, and in additon, such media as TV, video, etc are one way from a teacher to a student so that it is still very difficult to learn skills over the network, since skill learning requires much interactive processes. Otherwise, students find it very difficult what part of the model motion they should concentrate their focuses. If a teacher can edit the motion of a student and a student can watch how his or her motion is edited, the student will understand more easily what is wrong with his or her motion., and can identify where his or her attention should be focused. Based on this idea, we have developed a preliminary system for distance learning of skills to demonstrate the effectiveness of the approach.


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