Constructing a domain dependent case-base for database schema design with case-based reasoning

This paper presents the potential for case-based reasoning in design problems, specifically as applied to relational database schema design. The proposed system relies on two case-bases that consist of a Domain Dependent Case-Base (DDCB) and a Domain Independent Case-Base (DICB). We focus on the DDCB in this paper. The organization of domain dependent cases and their features for design are identified. The strategies for retrieving the relevant cases, for building a rough solution, for repairing the rough solution, and for learning cases, currently under development, are also described.     

学术期刊撤稿引出的出版伦理问题与对策

出版伦理是出版工作在社会任务和责任方面应遵循的规范和准则.撤稿在学术期刊中较为常见,撤稿原因也较为复杂,既有作者原因,也有编辑和期刊的原因.若在撤稿原因表述、撤稿判定标准、重复发表的处理、重复发表且学术不端的处理方面存在不妥,则容易导致撤稿的出版伦理问题.为有效地解决上述伦理问题,应规范撤稿流程,合理表述撤稿原因,完善...     

Mineralogical changes arising from the use of aqueous sodium carbonate solutions for the treatment of archaeological copper objects

Abstract

Mineralogical changes which occur during the reaction of copper(II) chloride with carbonate in aqueous solution have been investigated, and compared with those involving copper(I) chloride, nantokite, CuCI, and copper artifacts coated with malachite, CU₂CO₃(OH)₂ The reactions observed and the products obtained are seen to have implications with respect to the use of aqueous sodium carbonate solutions to stabilize archaeological copper objects. The frequent observation of the mineralogically rare species chalconatronite, Na₂Cu(CO₃)₂·3H₂O, on the surface of treated objects is readily explained by known reaction chemistry. Its formation can be minimized by washing the object after treatment.     

Effective e-learning for health professionals and students--barriers and their solutions. A systematic review of the literature--findings from the HeXL project

Introduction: In 2003/4 the Information Management Research Institute, Northumbria University, conducted a research project to identify the barriers to e‐learning for health professionals and students. The project also established possible ways to overcome these barriers. The North of England Workforce Development Confederation funded the project. Methodology: The project comprised a systematic review of the literature on barriers to and solutions/critical success factors for e‐learning in the health field. Fifty‐seven references were suitable for analysis. This review was supplemented by a questionnaire survey of learners and an interview study of learning providers to ensure that data identified from the literature were grounded in reality. Results: The main barriers are: requirement for change; costs; poorly designed packages; inadequate technology; lack of skills; need for a component of face‐to‐face teaching; time intensive nature of e‐learning; computer anxiety. A range of solutions can solve these barriers. The main solutions are: standardization; strategies; funding; integration of e‐learning into the curriculum; blended teaching; user friendly packages; access to technology; skills training; support; employers paying e‐learning costs; dedicated work time for e‐learning. Conclusions: The authors argue that librarians can play an important role in e‐learning: providing support and support materials; teaching information skills; managing and providing access to online information resources; producing their own e‐learning packages; assisting in the development of other packages.     

Developing methods for systematic reviewing in health services delivery and organization: an example from a review of access to health care for people with learning disabilities. Part 1. Identifying the literature

OBJECTIVES: Our objectives were to identify literature on: (i) theory, evidence and gaps in knowledge relating to the help-seeking behaviour of people with learning disabilities and their carers; (ii) barriers experienced by people with learning disabilities in securing access to the full range of health services; (iii) interventions which improve access to health services by people with learning disabilities. DATA SOURCES: twenty-eight bibliographic databases, research registers, organizational websites or library catalogues; reference lists from identified studies; contact with experts; current awareness and contents alerting services in the area of learning disabilities. REVIEW METHODS: Inclusion criteria were English language literature from 1980 onwards, relating to people with learning disabilities of any age and all study designs. The main criteria for assessment was relevance to the Guilliford et al. model of access to health care (Gulliford et al. Access to health care. Report of a Scoping Exercise for the National Co-ordinating Centre for NHS Service Delivery and Organisation R & D (NCCSDO). London: NCCSDO, 2001), which was modified to the special needs of people with learning disabilities. Inclusion criteria focused on relevance to the model with initial criteria revised in light of literature identified and comments from a consultation exercise with people with learning disabilities, family and paid carers and experts in the field. Data abstraction was completed independently and selected studies were evaluated for scientific rigour and the results synthesized. RESULTS: In total, 2221 items were identified as potentially relevant and 82 studies fully evaluated. CONCLUSIONS: The process of identifying relevant literature was characterized by a process of clarifying the concept under investigation and sensitive search techniques which led to an initial over-identification of non-relevant records from database searches. Thesaurus terms were of limited value, forcing a reliance on using free-text terms and alternative methods of identifying literature to supplement and improve the recall of the database searches. A key enabler in identifying relevant literature was the depth and breadth of knowledge built up by the reviewers whilst engaged in this process.