汉字文明 价值重构——汉字字体运用探讨再度引发公众聚焦

2007年12月17日,“字体的明天——汉字字体价值重构”国际研讨会在京召开。这场由中国印刷技术协会与北京大学计算机技术研究所联合举办、由北京北大方正电子有限公司承办,专门针对汉字字体未来设计及运用的国际研讨吸引了国内、外字体设计师、平面设计师等专业从业人员近200人到场观摩。       

三维动画制作软件MAYA的应用

随着人类物质文明和精神文明的高度发展,三维动画艺术以她独有的艺术形式和浪漫风格给人们的物质文明和精神生活带来了无比的欢乐、想象和寄托,因而也越来越得到社会的偏爱。当PC市场迅速膨胀,计算机硬件发展速度直线攀升时,软件的发展也紧追其后,更多的软件厂商开发出更新的、更强大的三维制作软件,如:Maya？3DStudioMAX？Soffimage、3DStudio？Paint3D等。广大的PC用户都可以用自己的计算机来制作三维动画,而且三维动画得到大规模的推广,其水平也迅速提高。       

利用网络文献 促进科技发展——企业员工类读者利用网络科技文献情况调查

根据武汉大学出版发行系“网上科技文献利用情况”问卷调查的反馈信息,本文就企业员工这一部分调查对象反馈的信息进行专门分析,试图得出有价值的结论,希望能够对网络科技文献出版商的经营活动具有一定的指导作用。       

方正电子发布7款排版印刷新软件

北大方正电子有限公司在中国（广东）国际印刷技术展览会上为国内商业印刷业提供全方位服务,展出的产品与解决方案有:内容制作软件、数码打样及色彩管理解决方案、RIP输出产品与照排解决方案、畅易CTP系统及畅流PDF数字化工作流程、全略印厂ERP管理系统、大幅面喷墨数字印刷系统、印捷数码印刷系统等。同时,方正电子借此展会之际推出了7款为国内商业印刷业专门开发的最新软件产品。       

Knowledge transfer by sharing task templates: two approaches and their psychological requirements

This paper considers two paradigms of process-aware information systems (PAIS) that are used to share knowledge about planning and executing tasks. The case-based task management (CBTM) system is based on the transduction of execution protocols, so-called cases; and the pattern-based task management (PBTM) system is based on task patterns that are derived from cases but yield more abstract information. As user motivation to contribute to a collaborative task management system is a crucial factor for its success, we consider the different motivational requirements of CBTM and PBTM from a psychological point of view. Based on experimental findings about different factors that have been shown to enhance people's motivation to contribute their knowledge to a shared pool, we compare the two approaches and assess which one is more appropriate with respect to motivation.     

New Learning: a different way of approaching conference evaluation

New Learning (NL) is an innovative process aimed at collaborative learning in professional and scholarly events and is a new way of approaching evaluation at professional conferences. NL is a process integral to a conference that focuses on the learner and how and what they learn, rather than on presenters and presentations. Whereas most professional conferences claim learning as a primary objective, seldom do any structure or evaluate to maximize that objective. The NL process helps to structure and assess organizational learning as a primary outcome in addition to providing avenues for collection of traditional evaluation information. This article explains the NL process, reviews the literature of learning and evaluation, describes what NL is and how it works, and then compares and contrasts it with traditional evaluation methods and theory. It concludes with implications for future applications and research for NL.     

Fostering learning – the role of mediators

This study elaborates the roles of mediators especially as enablers in knowledge creation. These roles are studied in the context of the TARU EU EQUAL training programme, aimed at helping marginal artists to enter the professional community of artists. The results indicate that the mediator roles identified from literature can be adapted to learning. However, they do not include the role of a mediator as enabling identity building, which is important in the learning context. Moreover, the mediating tasks occurring within communities merit more attention. In addition, the analysis revealed that the mediators' understandings of learning differed from those of the participants, which affected the activities and mediator roles. The use of ba and communities of practice as tools of knowing when analysing the mediator roles proved beneficial as they revealed different aspects and brought forth various ways to enable learning.     

Towards a model to explain knowledge sharing in complex organizational environments

Effective knowledge sharing underpins the day-to-day work activities in knowledge-intensive organizational environments. This paper integrates key concepts from the literature towards a model to explain effective knowledge sharing in such environments. It is proposed that the effectiveness of knowledge sharing is determined by the maturity of informal and formal social networks and a shared information and knowledge-based artefact network (AN) in a particular work context. It is further proposed that facilitating mechanisms within the social and ANs, and mechanisms that link these networks, affect the overall efficiency of knowledge sharing in complex environments. Three case studies are used to illustrate the model, highlighting typical knowledge-sharing problems that result when certain model elements are absent or insufficient in a particular environment. The model is discussed in terms of diagnosing knowledge-sharing problems, organizational knowledge strategy, and the role of information and communication technology in knowledge sharing.     

The value creation cycle: moving towards a framework for knowledge management implementation

Researchers have emphasized on the need for advances in knowledge management (KM) research to better understand how organizations accrue benefits from their knowledge resources. Thus, an integrated approach, rooted in the theoretical streams of knowledge-based view, KM and institutional theory, is proposed to explain how a successful KM program creates value. The approach discusses four organizational capabilities that firms need to develop simultaneously to create KM-enabled value, and identifies possible organizational actions to develop these capabilities. Various feedback and feed-forward processes, originating inside as well as outside the firm, integrate these capabilities into a KM-enabled value creation cycle (VCC). Key propositions were developed, and were examined with the help of three case studies.     

Stimulating situated learning within projects: personalizing the flow of knowledge

This paper provides an empirical insight into the social complexities of practically supporting the knowledge creation processes within a project setting. It helps address a gap in knowledge in the project management, organizational learning and knowledge management literatures, concerning the dynamics of situated learning. Drawing on the findings of a participative action research case study investigation of project-based learning, this paper argues that predominantly adopting a ‘personalization approach’ to manage knowledge flows within a project setting most significantly stimulates situated learning activity. This approach also underpins project participants’ communal and critical reflection on their knowledge management practices and on other sociological elements within their environments that affect their situated learning activities. Undertaking those learning actions only further energizes project participants’ learning activity and progressively helps develop their skills in ‘learning how to learn’.