Defining digital transformation: from expert interviews

根据数字政府实践,可以将数字赋能基层治理的核心机制界定为“双向激活”：一方面,通过基层治理前后端的需求牵引,数字技术将公务人员、企业和公众的多元需求成功灌注到全链条的基层治理过程中,将基层治理全过程组织起来,由此激活政府对基层治理的精准和高效;另一方面,通过组织内外部资源重组,数字技术将党建、群团、行政和市场等分散的社会力量和闲置社会资源再组织化,激活社会自身活力。双向激活本质上是利用数字技术对发现社会问题和解决社会问题两个中心环节分别赋能,推进基层治理。     

基于知识的铝镁铸件缺陷分析专家系统

该文建立了一个基于知识的航空铝镁铸件缺陷分析专家系统NAMCDAE5。系统由知识库、推理机、工作数据库、领域知识获取机制、人机接口和解释机制等六个模块组成。文中重点讨论了系统的设计原理和系统组成。     

用关系数据库实现医疗专家系统的知识表示

医疗专家系统的知识库具有明显的层次和网状关系,故其知识表示传统上常采用产生式系统或框架系统来实现.本文从继承角度出发,给出一种用关系型数据库实现的知识表示,该方法能较大程度上减少数据冗余,提高检索的效率.     

Mathematics knowledge for understanding and problem solving

Two important aspects of transfer in mathematics learning are the application of mathematical knowledge to problem solving and the acquisition of more advanced concepts, both in mathematics and in other domains. This paper discusses general assumptions and themes of current cognitive research on mathematics learning, focusing on issues of the understanding thought to facilitate transfer of mathematical knowledge. Two studies illustrating these themes are presented, one concerning students' understanding of numerical relationships involved in basic addition and subtraction combinations, the other dealing with students' understanding of algebraic expressions and transformations. Implications of these cognitive perspectives for instruction are discussed.     

基于语义的领域知识检索系统的设计及实现

传统的检索工具是基于关键词的,在领域知识检索方面局限性很大,语义网的出现使信息检索提升到语义的层次,它使得领域知识的获取更加高效和准确．本文提出了基于语义的领域知识检索模型,设计并实现了JADE平台下基于语义的领域知识检索原型系统．对原型系统的测试结果表明,该系统能够快速发现领域研究者构成的集群并获取领域研究者的相关信息．     

Socializing the knowledge transfer problem

A central issue in acquiring knowledge is its appropriate transfer beyond the contexts and contents of first acquisition. In contrast to dominant “common elements” transfer theory, an interpretive perspective is developed, according to which “appropriate transfer” is a concept socioculturally rather than objectively defined. “Elements” perceived by the thinker as common between the current and a prior situation are not given in the nature of things but “read” in terms of the thinker's culturally-influenced categorization system, of problem types. A synthesis of cognitive research findings identifies specific features of thinking-skills instruction effective for promoting transfer. These include learning about and practicing knowledge application in multiple contexts of use, constructively participating in bridging instruction across school and nonschool problem situations, thinking and self-management skills taught within domains, and synergistic integration of the learning of different subjects. Recommendations are made for developing new learning technologies that build upon these conditions for enhancing knowledge transfer.     

Adaptive research supervision: exploring expert thesis supervisors' practical knowledge

Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to as adaptivity. In the present study, the practice of adaptivity is explored by interviewing expert thesis supervisors about diagnosing student characteristics in order to determine students' needs and concurrent adaptive support strategies. The findings suggest that next to competence, supervisors also diagnose elements of students' determination and context. With respect to support strategies, it is suggested that supervisors adapt to student needs in terms of explicating standards, quality or consequences, division of responsibilities, providing more/less critical feedback and sympathising. The complexity of the relationship between diagnosing student characteristics and adapting support strategies is illustrated and needs further study.     

Mathematical knowledge and the problem of proof

Every proof is faced with the requirement of proving that the proof is correct, and the proof of the correctness of the proof again meets the same requirement and the proof of the correctness of the correctness of the proof also, etc. In order to escape from an infinite regress into which one is led one has to come down with a purely algorithmic criterion for correctness or to claim that thinking is identical with its subject matter. Whence the preference of number and more generally of conceptualism in pure mathematics. Conceptualism is a kind of nominalism that does not give a realist understanding of mathematics (note that Platonism is not an opponent of nominalism as some seem to believe). The paper presents some examples and reflections intending to hint at the role of formal thought in the process of knowledge growth. It argues that there is no division of labor according to which certain modes of human cognition are associated with certain tasks and certain cognitive roles exclusively. In this connection, the paper claims that the subject matter of mathematical activity is represented within the system of activity by many different means. Mathematics differs in fact from logic in as much as a principle of heterogeneity or of flexible means-objects-relationships is valid. Formalization in contrast brings forward a principle of homogeneity — that like follows like. Every subject matter requires principles homogeneous with itself. The paper tries to draw some conclusions from this difference with respect to the role of formalization within human cognitive development.     

Juror and expert knowledge of child sexual abuse.

Mental health professionals with expertise in child sexual abuse (CSA) often testify as expert witnesses in court. There is significant controversy over the admissibility of this type of evidence. To be admissible, the testimony of an expert must be beyond the common knowledge of the jury and based on information generally considered to be reliable within the professional community in which it is used. To date, no empirical data have existed to allow courts to make an informed judgement as to the extent of either juror knowledge or professional acceptance of CSA data. The present study addresses this issue. Jurors and experts completed a questionnaire designed to reveal their understanding of CSA. Results indicate that experts demonstrated strong consensus on 29 of 40 items included in the questionnaire, and that relative to experts, jurors have limited knowledge of these issues. These results suggest that many of the scientific findings concerning CSA are reliable and that the information is often beyond the common knowledge of the jury. These findings argue for the use of expert testimony in select cases of child sexual abuse.