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Kersten, Mik. „Focusing knowledge work with task context“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30897.
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By making information easy to browse and query, current software tools make it possible for knowledge
workers to access vast amounts of information available in document repositories and on the web.
However, when displaying dozens of web page search hits, hundreds of files and folders in a document
hierarchy, or tens of thousands of lines of source code, these tools overload knowledge workers with
information that is not relevant to the task-at-hand. The result is that knowledge workers waste time
clicking, scrolling, and navigating to find the subset of information needed to complete a task. This
problem is exacerbated by the fact that many knowledge workers constantly multi-task. With each task
switch, they lose the context that they have built up in the browsing and query views. The combination of
context loss and information overload has adverse effects on productivity because it requires knowledge
workers to repeatedly locate the information that they need to complete a task. The larger the amount of
information available and the more frequent the multi-tasking, the worse the problem becomes.
We propose to alleviate this problem by focusing the software applications a knowledge worker uses on
the information relevant to the task-at-hand. We represent the information related to the task with a task
context model in which the relevant elements and relations are weighted according to their frequency and
recency of access. We define operations on task context to support tailoring the task context model to
different kinds of knowledge work activities. We also describe task-focused user interface mechanisms
that replace the structure-centric display of information with a task-centric one.
We validate the task context model with three field studies. Our preliminary feasibility study of six
industry programmers tested a prototype implementation of the task context model and task-focused user
interface for an integrated development environment. Our second study involved sixteen industry
programmers using a production quality implementation of the task context model; these programmers
experienced a statically significant increase in productivity when using task context. Our third field study
tested a prototype implementation of the task context model for a file and web browsing application. The
results of this study showed that task context generalizes beyond programming applications, reducing
information overload and facilitating multi-tasking in a cross-section of knowledge work domains.Science, Faculty of
Computer Science, Department of
Graduate
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Barke, Antonia C. J. „The closure of knowledge in context“. Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322670.
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Wu, Dan. „Context Knowledge Base for Ontology Integration“. Doctoral thesis, KTH, Programvaruteknik och Datorsystem, SCS, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-154068.
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Ontology integration is a process of matching and merging two ontologies for reasons such as for generating a new ontology, thus creating digital services and products. Current techniques for ontology integration, used for information and knowledge integration, are not powerful enough to handle the semantic and pragmatic heterogeneities. Because of the heterogeneities, the ontology matching and integration have shown to be a complex problem, especially when the intention is to make the process automatic. This thesis addresses the problem of integrating heterogeneous ontologies, first, by exploring the context of ontology integration, secondly, by building a context knowledge base, and thirdly, by applying the context knowledge base. More specifically, the thesis contributes a context knowledge base method for ontology integration, CKB-OI method, which contains: 1) A method of building a context knowledge base by extracting context and contextual information from ontologies in an ontology repository to improve ontology integration. 2) A method of refining the result of ontology integration with the help of the context knowledge base and expanding the context rules in the context knowledge base. In the first method, the context of the ontology integration is identified by examining the content and metadata of the integrated ontologies. The context of an ontology integration contains the information describing the integration, such as the domain of ontology, the purpose of ontology, and the ontology elements involved. Context criteria, such as the metadata of ontologies and the element of ontologies in the repository, are used to model the context. The contextual information is extracted and integrated from ontologies in an ontology repository, using an ontology integration process with non-violation check. With the context and the contextual information, a context knowledge base is built. Since this is built by reusing ontologies to provide extra information for new ontology integration in the same context, it is quite possible that the context knowledge base will improve the earlier ontology integration result. A method for identifying the domain of an ontology is also proposed to help in building and using the context knowledge base. Since the method considers the semantic and pragmatic heterogeneities of ontologies, and uses a light-weight ontology representing a domain, this work increases the semantic value of the context knowledge base. In the second method, the context knowledge base is applied to the result of an ontology integration process with a non-violation check, which in turn results in an ontology intersection. The contextual information is searched for and extracted from the context knowledge base and then applied on the ontology intersection to improve the integration result. The ontology non-violation check integration process is adjusted and adopted in the method. Moreover, the context knowledge base is expanded with perspective rules, with which the different views of ontologies in a context are preserved, and reused in future ontology integration. The results of the CKB-OI methods are: 1) a context knowledge base with rules that consider semantic and pragmatic knowledge for ontology integration; 2) contextual ontology intersection (COI) with the refining result compared to the ontology intersection (OI), and 3) an extended context knowledge base with the different views of both ontologies. For evaluation, ontologies from the Ontology Alignment Evaluation Initiative (OAEI) and from ontology search engines Swoogle and Watson have been used for testing the proposed methods. The results show that the context knowledge base can be used for improving heterogeneous ontologies integration, hence, the context knowledge base provides semantic and pragmatic knowledge to integrate ontologies. Also, the results demonstrate that ontology integration, refined with the context knowledge base, contains more knowledge without contradicting the ontologies involved in our examples.Ontologi-integration är en process för att matcha och sammanfoga två ontologier för att t.ex. generera en ny ontologi, och därmed skapa digitala tjänster och produkter. Aktuella tekniker för ontologi- integration, som används för information och kunskapsintegration, är inte tillräckligt kraftfulla för att hantera semantiska och pragmatiska heterogeniteter. På grund av heterogeniteter, har ontologi- matchning och -integration visat sig utgöra ett komplext problem, särskilt när avsikten är att göra processen automatisk. Denna avhandling behandlar problemet med att integrera heterogena ontologier; för det första genom att undersöka kontexten för ontologi-integrationen, för det andra genom att bygga en kunskapsbas för kontexten, och för det tredje genom att tillämpa denna kunskapsbas. Mer specifikt bidrar avhandlingen med CKB-OI-metoden för ontologi-integration, vilken innehåller: 1) En metod för att bygga en kontextkunskapsbas, genom att extrahera sammanhang och kontextuell information från ontologier i ett ontologi-förvar för att förbättra ontologi-integrationen. 2) En metod för att förfina resultatet av ontologi-integration med hjälp av kontextkunskapsbasen och för att utöka kontextreglerna i kunskapsbasen. I metod nr. 1 identifieras kontexten genom att undersöka innehållet och metadata för de ontologier, som ska integrereras. Kontexten innehåller information som beskriver integrationen, till exempel domän och syfte för varje ontologi, samt element som ingår i respektive ontologi. Kontexten modelleras med kriterier, såsom metadata och element för ontologierna i förvaret. Den kontextuella informationen extraheras och integreras med användning av en integrationsprocess med icke-överträdelsekontroll. Kontextkunskapsbasen byggs utav kontext samt kontextuell information. Eftersom kunskapsbasen är byggd av återanvända ontologier för att ge ytterligare information till ontologi-integrationen inom samma kontext, så är det mycket möjligt att kontextkunskapsbasen kommer att förbättra det tidigare integrationsresultatet. En metod för att identifiera domänen för en ontologi föreslås också, för att hjälpa till att bygga och använda kontextkunskapsbasen. Eftersom metoden tar hänsyn till de semantiska och pragmatiska heterogeniteterna hos ontologier, och använder en enkel ontologi för att representera en domän, så ökar detta arbete det semantiska värdet av kontextkunskapsbasen. I metod nr. 2 tillämpas kontextkunskapsbasen på resultatet av en ontologi-integrationsprocess med icke-överträdelsekontroll, vilket i sin tur resulterar i ett ontologisnitt. Den kontextuella informationen extraheras från kontextkunskapsbasen och appliceras sedan på ontologisnittet för att förbättra integrationsresultatet. Icke-överträdelsekontrollen i integrationsprocessen justeras och används på nytt. Dessutom utökas kontextkunskapsbasen med perspektivregler, med vilka de olika vyerna av ontologier i en gemensam kontext bevaras och återanvänds i framtida ontologi-integrationer. Resultaten av CKB-OI metoden är: 1) en kontextkunskapsbas med regler som avser semantiska och pragmatiska kunskaper om en ontologi-integration; 2) ett kontextuellt ontologisnitt (COI) med ett förfinat resultat jämfört med ontologisnittet (OI) och 3) en utökad kontextkunskapsbas med olika vyer av båda ontologier. För utvärderingen har ontologier från Ontology Alignment Evaluation Initiative (OAEI) samt ontologisökmotorerna Swoogle och Watson använts för att testa de föreslagna metoderna. Resultaten visar att kontextkunskapsbasen kan användas för förbättring av heterogena ontologi-integrationer. Följaktligen tillhandahåller kontextkunskapsbasen semantiska och pragmatiska kunskaper för att integrera ontologier. Dessutom visar resultaten att ontologi-integrationer, utökade med kontextkunskapsbaser, innehåller mer kunskap, utan att motsäga de ontologier som ingår i våra exempel.
QC 20141017
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Büchner, Alexander G. „Context mediation among knowledge discovery components“. Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399681.
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Lo, Lina. „Multidimensional Knowledge Flow Dynamics in Context“. Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1035.
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Knowledge is a sustainable advantage and knowledge assets can increase value with use. A snowball effect of knowledge advantage advocates effective knowledge management and fosters its continual growth as it flows. Knowledge, however, flows unevenly throughout an organization and the problem is that the fundamental dynamics of these flows are still not well characterized in theoretical and computational models. This study built on existing work—knowledge-flow theory, need knowledge generation, and the critical success factors for enterprise resource planning implementation—to examine the multidimensional knowledge-flow phenomenon in context, and used the case study methodology for knowledge-flow theory building. The research question was two-pronged: how can need knowledge and its flow across stakeholders within an organization be explained using a multidimensional knowledge-flow model and how can Nissen’s five-dimensional knowledge-flow model be validated using a real-life immersion case? The researcher relied on three sources of evidence for this case study: project-related documentation, archival records, and interviews. Data triangulation yielded three results components: (a) a chronology of key events that obstructed knowledge flow, (b) a logic model depicting themes that contributed to knowledge-flow obstruction, and (c) explanations of the knowledge-flow patterns. This case study suggested enabling need knowledge determinants and obstructing conditions are in play that determine the path of need knowledge flow. These two research artifacts should be considered together to provide a fresh research avenue towards better understanding of knowledge flow dynamics.
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Silva, Aroldo Nascimento. „Um professor de Química e dois contextos escolares: o conhecimento pedagógico do conteúdo em ação“. Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-25022013-132509/.
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Este estudo se enquadra na área de formação de professores e mostra como um professor de Ensino Médio inserido em contextos escolares distintos realiza o ensino de química, tendo em vista os diferentes personagens envolvidos em um ambiente de mediação pedagógica - professor, estudantes e instituição escolar - e como isso modifica a sua forma de ensinar. Para compreender como o seu conhecimento base é utilizado ao ensinar um determinado tópico de química em instituições escolares distintas, utilizou-se como referencial teórico o conhecimento pedagógico do conteúdo (PCK), que possibilita entender como o conteúdo específico pode ser pedagogicamente modificado de modo a torná-lo um conhecimento acessível ao estudante, levando em conta os condicionantes do contexto educativo. Nossos dados compreendem registro em áudio e vídeo de aulas do professor investigado em duas escolas distintas, referentes ao mesmo conteúdo químico, entrevistas semiestruturadas, reflexões vídeo-estimuladas e observação participante. O acesso ao PCK foi realizado por meio do instrumento CoRe (Representação do Conteúdo) e da ferramenta de análise das interações discursivas. Esta última possibilitou entender os significados que surgem em um ambiente de mediação pedagógica, por meio do uso da linguagem e outras formas de comunicação, sempre levando em conta o contexto social. A análise dos dados foi baseada no modelo de Raciocínio Pedagógico e Ação, proposto por Shulman, que abarca os conhecimentos que o professor possui sobre o conteúdo e as abordagens metodológicas que desenvolve sobre um determinado assunto, permitindo entender as modificações que aconteceram em cada contexto escolar. Para o conceito PCK adotamos o modelo de Grossman que o coloca numa posição central em relação aos demais conhecimentos de professores - conteúdo específico, pedagógico geral e contexto - e que exerce influencia e é influenciado por todos eles. Dessa forma foi possível compreender, no caso das aulas analisadas - nomenclatura de compostos orgânicos e reações de polimerização - a forma como o contexto interferiu no processo de ensino do professor sujeito dessa pesquisa e, como este mobilizou o seu PCK de forma a transformar um determinado conteúdo para melhor atender seus estudantes.This study fits in the area of teacher education and shows how a teacher High School working in different school contexts proceeds the teaching of chemistry, in view of the different characters involved in an environment of pedagogical mediation - teachers, students and the school - and how it modifies the way they teach. To understand how your knowledge base is used to teach a particular topic of chemistry in different educational institutions, we used as the theoretical background the Pedagogical Content Knowledge (PCK), which allows to understand how the specific content can be pedagogically modified to make it accessible to the student, taking into account the constraints of the educational context. Our data included audio and video recording of classes of the investigated teacher in two different schools, concerning the same chemical content. Also it included semi-structured interviews, video-stimulated reflections, and participant observation. Access to PCK was performed using the instrument CoRe (Content Representation) and the discoursive interactions analysis\' tool. The latter made it possible to understand the meanings that arise in an environment of pedagogical mediation, through the use of language and other forms of communication, always taking into account the social context. Data analysis was based on the Model of Pedagogical Reasoning and Action proposed by Shulman, embracing the knowledge that the teacher has on the subject matter and methodological approaches that develops on a particular subject, allowing to understand the changes that happened in each school context. We adopted the model of Pedagogical Content Knowledge from Grossman that puts PCK in a central position in relation to other teacher\' knowledge - specific content, pedagogical and context - and that has influence and is influenced by them all. In the case of the analyzed classes - nomenclature of organic compounds and polymerization reactions - it was possible to understand how the context affected the teaching process of those contents and how the investigated teacher mobilized its PCK in order to transform a given content to better fit its students.
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Kocurova, Anna. „Distributed collaborative context-aware content-centric workflow management for mobile devices“. Thesis, University of West London, 2013. https://repository.uwl.ac.uk/id/eprint/745/.
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Ubiquitous mobile devices have become a necessity in today’s society, opening new opportunities for interaction and collaboration between geographically distributed people. With the increased use of mobile phones, people can collaborate while on the move. Collaborators expect technologies that would enhance their teamwork and respond to their individual needs. Workflow is a widely used technology that supports collaboration and can be adapted for a variety of collaborative scenarios. Although the originally computer-based workflow technology has expanded also on mobile devices, there are still research challenges in the development of user-focused device-oriented collaborative workflows. As opposed to desktop computers, mobile devices provide a different, more personalised user experience and are carried by their owners everywhere. Mobile devices can capture user context and behave as digitalised user complements. By integrating context awareness into the workflow technology, workflow decisions can be based on local, context information and therefore, be more adapted to individual collaborators’ circumstances and expectations. Knowing the current context of collaborators and their mobile devices is useful, especially in mobile peer-topeer collaboration where the workflow process execution can be driven by devices according to the situation. In mobile collaboration, team workers share pictures, videos, or other content. Monitoring and exchanging the information on the current state of the content processed on devices can enhance the overall workflow execution. As mobile devices in peer-to-peer collaboration are not aware of a global workflow state, the content state information can be used to communicate progress among collaborators. However, there is still a lack of integrating content lifecycles in process-oriented workflows. The aim of this research was therefore to investigate how workflow technology can be adapted for mobile peer-to-peer collaboration, in particular, how the level of context awareness in mobile collaborative workflows can be increased and how the extra content lifecycle management support can be integrated. The collaborative workflow technology has been adapted for mobile peerto- peer collaboration by integrating context and content awareness. In the first place, a workflow-specific context management approach has been developed that allows defining workflow-specific context models and supports the integration of context models with collaborative workflows. Workflow process has been adapted to make decisions based on context information. Secondly, extra content management support has been added to the workflow technology. A representation for content lifecycles has been designed, and content lifecycles have been integrated with the workflow process. In this thesis, the MobWEL workflow approach is introduced. The Mob- WEL workflow approach allows defining, managing and executing mobile context-aware content-centric workflows. MobWEL is a workflow execution language that extends BPEL, using constructs from existing workflow approaches, Context4BPEL and BPELlight, and adopting elements from the BALSA workflow model. The MobWEL workflow management approach is a technology-based solution that has been designed to provide workflow management support to a specific class of mobile applications.
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Fung, Chun-ip, und 馮振業. „Pedagogical content knowledge versus subject matter knowledge, an illustration in the primary school mathematics context of Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31241682.
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Fung, Chun-ip. „Pedagogical content knowledge versus subject matter knowledge, an illustration in the primary school mathematics context of Hong Kong /“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2280559x.
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Nikolopoulos, Spyridon. „Semantic multimedia analysis using knowledge and context“. Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/3148.
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The difficulty of semantic multimedia analysis can be attributed to the extended diversity in form and appearance exhibited by the majority of semantic concepts and the difficulty to express them using a finite number of patterns. In meeting this challenge there has been a scientific debate on whether the problem should be addressed from the perspective of using overwhelming amounts of training data to capture all possible instantiations of a concept, or from the perspective of using explicit knowledge about the concepts’ relations to infer their presence. In this thesis we address three problems of pattern recognition and propose solutions that combine the knowledge extracted implicitly from training data with the knowledge provided explicitly in structured form. First, we propose a BNs modeling approach that defines a conceptual space where both domain related evi- dence and evidence derived from content analysis can be jointly considered to support or disprove a hypothesis. The use of this space leads to sig- nificant gains in performance compared to analysis methods that can not handle combined knowledge. Then, we present an unsupervised method that exploits the collective nature of social media to automatically obtain large amounts of annotated image regions. By proving that the quality of the obtained samples can be almost as good as manually annotated images when working with large datasets, we significantly contribute towards scal- able object detection. Finally, we introduce a method that treats images, visual features and tags as the three observable variables of an aspect model and extracts a set of latent topics that incorporates the semantics of both visual and tag information space. By showing that the cross-modal depen- dencies of tagged images can be exploited to increase the semantic capacity of the resulting space, we advocate the use of all existing information facets in the semantic analysis of social media.
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Lawson, K. L. „Knowledge-based Web services for context adaptation“. Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444447/.
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The need for higher value, reliable online services to promote new Internet-based business models is a requirement facing many technologists and business leaders. This need coupled with the trend towards greater mobility of networked devices and consumers creates significant challenges for current and future systems developers. The proliferation of mobile devices and the variability of their capabilities present an overwhelming number of options to systems designers and engineers who are tasked with the development of next generation context adaptive software services. Given the dynamic nature of this environment, implementing solutions for the current set of devices in the held makes an assumption that this deployment situation is somehow fixed this assumption does little to support the future and longer term needs within the marketplace. To add to the complexity, the timeframes necessary to develop robust and adaptive online software services can be long by comparison, so that the development projects and their resources are often behind on platform support before the first release is launched to the public. New approaches and methodologies for engineering dynamic and adaptive online services will be necessary and, as will be shown, are in fact mandated by the regulation imposed by service level guarantees. These new techniques and technology are commercially useless unless they can be used in engineering practice. New context adaptation processes and architectures must be capable of performing under strict service level agreements those that will undoubtedly govern future business relationships between online parties. This programme of engineering study and research investigates several key issues found in the emerging area of context adaptation services for online mobile networks. As a series of engineering investigations, the work described here involves a wider array of technical activity than found in traditional doctoral work and this is reflected throughout the dissertation. First, a clear definition of industrial motivation is stated to provide the engineering foundation. Next, the programme focuses on the nature of contextual adaptation through product development projects. The development process within these projects results in several issues with the commercial feasibility of the technology. From this point, the programme of study then progresses through the lifecycle of the engineering process, investigating at each stage the critical engineering challenges. Further analysis of the problems and possible solutions for deploying such adaptive solutions are reviewed and experiments are undertaken in the areas of systems component and performance analysis. System-wide architectural options are then evaluated with specific interest in using knowledge-base systems as one approach to solving some of the issues in context adaptation. The central hypothesis is that due to the dynamic nature of context parameters, the concept of a mobile device knowledge base as a necessary component of an architectural solution is presented and justified through prototyping efforts. The utility of web ontologies and other "soft computing" technologies on the nature of the solution are also examined through the review of relevant work and the engineering design of the demonstration system. These technology selections are supported directly by the industrial context and mission. In the final sections, the architecture is evaluated through the demonstration of promising techniques and methods in order to confirm understanding and to evaluate the use of knowledge-bases, AI and other technologies within the scope of the project. Through the implementation of a context adaptation architecture as a business process workflow, the impact of future trends of device reconfiguration are highlighted and discussed. To address the challenge of context adaptation in reconftgurable device architectures, an evolutionary computation approach is then presented as a means to provide an optimal baseline on which a service may execute. These last two techniques are discussed and new designs are proposed to specifically address the major issues uncovered in timely collection and evaluation of contextual parameters in a mobile service network. The programme summary and future work then brings together all the key results into a practitioner's reference guide for the creation of online context adaptive services with a greater degree of intelligence and maintainability while executing with the term of a service level agreement.
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Baird, Aaron Gartlan. „'Enough is enough': Austin, knowledge and context“. Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/19746.
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This thesis is concerned with J.L. Austin’s work on the topic of empirical knowledge. Austin encourages us to attend to our everyday epistemic and discursive practices, and specifically to the particular circumstances in which we might ordinarily say that a person knows something. I begin by considering what kind of illumination on the topic of empirical knowledge we might expect to get by following Austin’s approach, and defend Austin’s approach against one influential critique. The focus then shifts to one of Austin’s key observations regarding knowledge, namely that knowing is a matter of having done ‘enough’ for present intents and purposes to establish the truth. I argue that this and other Austinian considerations speak in favour of a contextualist account of knowledge. Finally, I present a novel Austin-inspired response to one particular sceptical puzzle occasioned by what have been referred to as ‘arguments from ignorance’.
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Jin, Yifan. „Investigations in Possibilistic Reasoning and Multi-Context Systems“. Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366042.
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Many formalisms with various expressive power and reasoning properties have been proposed in knowledge representation (KR). Possibilistic logic is a weighted logic for dealing with incomplete and uncertain information by assigning weights to propositional formulas. A possibilistic knowledge base (KB) is a finite set of such formulas. The importance of incorporating possibilistic reasoning has been recognised by some researchers. However, some issues are still unsolved yet: (1) While possibilistic answer set programming (PASP) provides an elegant framework for combining possibilistic logic and answer set programming (ASP), PASP is unable to reason with inconsistent possibilistic logic programs; (2) The problem of revising a possibilistic KB by a possibilistic formula has been studied by several
researchers. However, existing approaches to possibilistic revision suffer from the so-called drowning effect. Moreover, revisions by certain and uncertain formulas are handled separately and most revision operators are defined only for certain inputs; (3) Multi-context systems (MCSs) provide a unifying framework for representing distributed and heterogeneous information sources in an integrated way.
An MCS is a set of component KR systems called contexts, which are interconnected via so-called bridge rules. It is still unclear how to incorporate possibilistic reasoning in MCSs. Besides, while MCSs address the heterogeneity of knowledge formalisms in an elegant theoretical manner, research on distributed and parallel reasoning systems for MCSs is still in its early development. Thus a more efficient reasoning framework is needed.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Information and Communication Technology
Science, Environment, Engineering and Technology
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Karjalainen, Antti Taneli. „The sceptical paradox and context-sensitive knowledge attributions“. Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422607.
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García, Vázquez Carlos. „Knowledge transference in the international corporation network context“. Thesis, KTH, Industriell produktion, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-192678.
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Knowledge is one of the main assets for corporations as it provides competitive advantage over the rivals. On the other hand, owning the knowledge is not enough and companies need to distribute their cutting-edge technology or meth-odology through all their production units in order to keep the distance with their competitors. However it still being a relatively unexplored field because most of scholars and studies have traditionally focused on the tangible flows within the companies rather than the intangible knowledge flows.This project is aimed to provide an overview of knowledge itself, what is it, how many types there are and what the differences between them are and then build a framework for the knowledge transference in the international corporations’ net-work. The second goal is to apply this theoretical framework and link the knowledge transference network with economic aspects of the corporation’s per-formance.
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Dhar, Ana Nayar. „Context effects and children's knowledge of sentence ambiquity“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/476.
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Boden, Mikael. „Context-sensitive connectionist representations for nonmonotonic inheritance“. Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390147.
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Nilsson, Ninni. „Pragmatics, Newspapers and Context : A Study of How British Tabloid Newspapers Construct Context“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33201.
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While the original focus of pragmatics was spoken conversation, this approach has been increasingly used in the analysis of written and monological texts, e.g. advertisements (Tanaka, 1994), as a means of explaining how the meanings within them are generated and recovered through context. The range of texts subjected to pragmatics has thus far been somewhat limited and there is scope for applying pragmatics in other genres. The research for this essay was designed to explain the generation of implicatures in newspapers by relating a sample of articles to theoretical approaches offered within pragmatics, such as Relevance Theory and deixis. A number of semantic and stylistic devices are used in such articles, such as anaphora, metaphor and metonymy. These depend upon an expectation of reader familiarity with them and they are thus able to contribute to brevity and comprehension. While newspapers have been examined by scholars to some extent, the focus of these studies has been on headlines and not on entire articles. In this current study, three articles from different British tabloid papers were examined. The examination showed that the articles had many features in common and what was the most salient was that they require the reader to rely heavily on encyclopaedic knowledge. It turned out that writers keep their articles brief by withholding details or clarifying information from the reader, as they assume the reader are familiar with the phenomena mentioned. Anaphora is frequently used in tabloid newspaper articles as it also enables the writers to keep their articles brief, but also because it makes the articles more varied and less repetitive. Additionally, reader familiarity with metonymy, metaphor and deixis is necessary if the reader is to make sense of what an article means.
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Freke, Vanessa. „Definitions, Reuse and Technology: How Context Impacts Technology Support for Knowledge Management“. Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366974.
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Knowledge management has emerged as a central concept for improving an organisations competitive advantage. It claims to improve performance though better reuse of knowledge, and by minimising the loss of valuable organisational knowledge when employees leave. Information technology is often promoted as the core of knowledge management solutions, often at the expense of understanding the cultural and social barriers preventing knowledge use in organisations. Much of the research into knowledge management has taken the view that knowledge is an object that can be supported with technology tools, and hence has focused on explicit knowledge within organisations. This dissertation takes a different view, seeing the concept of knowledge as being intrinsically tied to an organisation's perceptions of their work and situation - i.e. situated and embedded within work practices. The research question explored in this dissertation is, What is the relationship between group context, technology and knowledge management?
For this dissertation, knowledge management is defined as a systematic effort to share and use organisational knowledge within the organisational context so as to increased organisational performance. By understanding how knowledge is perceived, a perspective of knowledge management emerges with particular focus on the organisation's situation. Tools to support knowledge management can then be tailored to best suit the organisation. This dissertation has used an interpretive case study approach to explore knowledge management in a large HRM department, using interpretive research assumptions. Data was collected through individual interviews, documentation review and observations. Holsapple and Joshi's Knowledge Management Influence Model and Markus' model of knowledge Reuse were used to analyse and structure the data collected from the case organisation. The research findings confirmed that the work practices of the case organisation impacted on knowledge management activities. Within the HRM department, 2 distinct work groups existed with difference organisational functions. Hence different knowledge reuse situations exist within the department, each having separate support needs. A range of influences also impact knowledge management within the case organisation. Externally, Freedom of Information legislation acts as a disincentive for storing additional information in case files. Use of the current technologies available to the department is limited due to the high reliance on personal networks for information, which is assisted by a low staff turnover rate. In addition, the lack of a clear strategy for knowledge management makes it difficult to see how technology can be better positioned to support knowledge activities.
The perceptions of knowledge management showed that the lack of clear strategy led to unclear perceptions about the sources of knowledge, and the knowledge management objectives, methods and uses. However, from the perceptions explored in the HRM department a useful framework for further analysis was developed and represents an interesting future research opportunity. The research findings clearly demonstrated the complexity of supporting knowledge management activities with technology in an organisation. Without understanding the current context of the organisation the design of any technology tools to support knowledge management would be unlikely to succeed. The HRM department consisted of two distinct work groups with different knowledge management and knowledge reuse needs. The external influences on knowledge management limited the amount of information staff were willing to store in electronic records, and generally technology was viewed unfavourably in the department. This dissertation has clearly demonstrated that successful technological support of knowledge management would require careful consideration of work processes and organisational influences. Technology is a tool that must be tailored to fit organisational circumstances if it is to be successfully implemented within organisations, especially when supporting a socially dependent concept such as knowledge management.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Information and Communication Technology
Full Text
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Bera, Palash. „Using ontologies in the context of knowledge management systems“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31256.
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Knowledge management systems (KMS) are information systems that combine
and integrate functions for managing knowledge in organizations. Although
substantial interest exists in KMS, a theoretically-based view of knowledge in
the KMS context is not yet available. To clarify the notion of knowledge as
managed by KMS, a conceptual framework is developed. The key concepts of
this framework are derived by combining an action-based perspective with an
artificial intelligence (AI) view of knowledge. The relationships among these
concepts are identified, anchored to current literature, and represented
graphically as conceptual models. Conceptual models are used to support the
understanding of and communicating about application domains. The models
contribute in proposing several theoretical and practical implications regarding
KMS. To use KMS effectively, knowledge seekers need to be able to identify the
knowledge required to perform their tasks. It is suggested that providing
knowledge seekers with a visual representation of a formal ontology can
facilitate performing knowledge identification. Formal sets of statements
defining the relevant concepts and their relationships are called formal
ontologies. Formal ontologies are often specified in ontological languages such
as Web Ontology Language (OWL). The main requirements from such
languages are that they have well-formalized syntax and that they will be
computer-readable. However, not much attention has been paid to how they can
be used to convey domain semantics. It is suggested that the use of
philosophically-based ontological principles can help generate guidelines for
developing conceptual models using OWL. Accordingly, a set of guidelines is
proposed and it is demonstrated that application of such guidelines can provide
clearer representation of domain phenomena such as interaction. Ontologies
developed with these guidelines for modeling interaction are termed informed
ontologies. From the developed conceptual models for KMS, it is identified that
knowledge is intimately tied to the change of state of an entity. This change of
state is facilitated by entities participating in interactions. Thus, it is proposed
that the use of informed ontologies will lead to better knowledge identification
than the use of uninformed ontologies. In a laboratory study, using business
students as subjects, it was found that the use of informed ontologies for
knowledge identification was advantageous.Business, Sauder School of
Graduate
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Vanasse, Bethany, und Laura Tombrink. „Health Literacy and Behaviour : Why context can trump knowledge“. Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26974.
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Receiving health information and implementing recommendations are important factors for household development. However, it is not uncommon for people in the developing world to disregard information and not change their behaviour. The objective of this study is to contribute to the understanding of how context and knowledge determine health practices and behaviour in order to provide an explanation for why people do not follow health recommendations that would improve their health and the development of their household. In a field study in the Ribáuè district of Mozambique, an ethnographic approach using semi-structured interviews with individuals on the household level as well as stakeholders from both the public and private sector was used to gather the data. New institutionalist theory and health literacy were applied to structure the findings, analyze the data, and provide an explanation for the phenomenon described above. Conclusions from the study demonstrate that individuals must go through a process of obtaining, understanding, and evaluating health information before implementing recommendations. However, the socio-economic, and cultural circumstances in which a person lives can inhibit this process. Furthermore, regulative, normative, and cultural- cognitive underpinnings have proven to both resist and influence changes in health behaviour.
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McCleary, E. „Academics and individual motivation : the knowledge transfer partnerships context“. Thesis, University of Salford, 2015. http://usir.salford.ac.uk/37783/.
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This research study is designed to elicit an understanding of what motivates academics engaging in Knowledge Transfer Partnerships (KTPs). KTPs are a mechanism used by universities to transfer knowledge to business and industry, but there is very little evidence of why academics engage in the activity, and how they find it motivating. Using a qualitative case study approach, this study applies the principles of Self Determination Theory (SDT) to understand intrinsic and extrinsic motivation. SDT is an increasingly popular theory of motivation, but has had little application in the field of knowledge transfer, and no evidence was found of its application to the field of KTPs. This provides a unique approach to, and opportunity for, understanding individual academic motivation in the context of KTPs. SDT proposes a motivation continuum where intrinsic motivation is the most autonomous behaviour, and external regulation the most controlled. They argue that individuals need to feel competent and able to behave autonomously, if they are to be intrinsically motivated. Furthermore, where the environment is supportive, they are much more like ly to feel they can behave autonomously, and for their behaviour to be the most autonomous form of extrinsically motivated behaviour. SDT studies typically are quantitative, and take place in more controlled settings, although increasingly there is evidenc e of qualitative studies being conducted. In the case of this qualitative research study, thematic analysis is used to identify a series of themes, which are designed to enable an exploration and explanation of academic motivation. This evidence, along with secondary data, is designed to contribute to further understandings of SDT and individual academic motivation in the context of KTPs. The overall purpose is to provide a series of recommendations designed to improve the relationships between academics engaging in KTPs, the universities supporting them, and the higher education policy environment.
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Firth, Janet. „Knowledge creation in a cross cultural context for sustainable organisational change and development“. Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/621872.
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The central theme of this doctoral research is organisational knowledge creation in the cross cultural context of the post-socialist transition of former Eastern European (EE) countries towards a more liberal market structure and methods of working. This transition was particularly important for those countries seeking European Union (EU) accession such as Romania, and impacted on those organisations having a major role in accession such as the Romanian Border Police (RBP). The need for organisations to expand their knowledge of strategic decision making for change and development resulted in a plethora of EU-funded training interventions to fill the gap. The literature suggests that as a result of the dominance of Western ideology of the transitional process, cognitive dissonance and a general disconnect with the outcomes of EU-funded projects was a product of such interventions. This research explores how a more collaborative co-inquiry methodology with partners can bring about knowledge creation as a more sustainable and significant approach for organisational change. Specifically, it investigates the reflective capabilities of a group of Romanian Border Police (RBP) managers to reveal how they can create knowledge for organisational change and development in preparation for EU accession. Simultaneously a framework for facilitation was developed as a result of using the original research of Geppert and Clark (2002) and Breiter and Scardamalia (2000), as a foundation for the operationalisation of the research and in the attempt to move away from traditional models of knowledge transfer to further develop the changing dimensions of training interventions in the EE as suggested by Michaelova and Hollinshead (2007). It is offered as a purposeful method for the sustainable organisation, in preference to western style knowledge transfer projects. The findings result in a complex model of knowledge creation for the RBP and a better understanding of how Western trainers can work with EE organisations to achieve the desired outcomes for developing organisations. Moreover recommendations are made on how the EU can best utilise this research as a basis for funding future knowledge transfer projects, to guarantee that funding is having an impact on developing organisations at a time of austerity.
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Witt, Jeffrey Charles. „Between Faith and Knowledge: "Theological Knowledge" in Gregory of Rimini and his Fourteenth-Century Context“. Thesis, Boston College, 2012. http://hdl.handle.net/2345/2622.
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Thesis advisor: Jean-Luc SolèreThis dissertation pursues a philosophical analysis of the epistemic claims of the discipline of theology--a intellectual discipline whose unique identity was being crafted in the high and late Middle Ages. In particular, this study focuses on how the theologian can both rely on "faith" and "authority" while also claiming to acquire a kind of knowledge that the simple believer does not have. The prologue to Sentences Commentary of the Augustinian, Gregory of Rimini, is the focal point of the dissertation, since the "prologue" is the typical place for theologians to philosophically reflect on the nature of their discipline. However, Rimini will be considered carefully in light of his fourteenth-century context. The study will look specifically at those thinkers Rimini directly engages with: namely, Aquinas, Duns Scotus, Peter Aureoli, William of Ockham and Adam Wodeham. But, in light of Rimini's status as an Augustinian hermit, the study will also be attentive to the tradition of Augustinian theologians that precede Rimini; most notably, this is Giles of Rome, star pupil of Aquinas and the intellectual father of the Augustinian Order
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Philosophy
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Jensen, Jessie Ruth. „Examining the Effects of Explicit Teaching of Context Clues in Content Area Texts“. Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3076.pdf.
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Khan, Ahmad Salman, und Mira Kajko-Mattsson. „Evaluating a Training Process in a Software Handover Context“. KTH, Programvaru- och datorsystem, SCS (Stängd 20120101), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-90182.
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Although there exist some people management process models related to the education and training of software engineers, there are no process models that are adapted to specific software engineering contexts and processes. In this paper, we suggest a set of education and training activities that are applicable in the context of a handover process. We then evaluate these activities within twenty organizations. Although our results reveal great diversity of using these activities, they still show that they are realistic and appropriately mirror the industrial status within a software handover context.© 2011 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. QC 20120223
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Persson, Marcus. „Virtual knowledge sharing in Chinese context : Review of influencing factors“. Thesis, Örebro universitet, Handelshögskolan vid Örebro universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-13744.
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The purpose of this study is to look for influencing factors on virtual knowledge sharing in Chinese context. To achieve this, a literature review was conducted using the systematic approach described by Webster & Watson (2002). There has been made quite a lot of research about knowledge sharing and virtual communities in Chinese context, but I have not found any literature review that synthesizes it. 14 factors, modeled as concepts, were found in 35 articles, and then synthesized like a concept model. The factors are: face; collectivism; guanxi; in-group/out-group distinction; modesty; hierarchy; competitiveness; informal communication; instant messaging; Confucian dynamism; incentives; language; time spent/time saved, and trust. Research gaps, trends, and implications for developers and managers are discussed. The value of this literature review is that it will make it easier for future scholars and researchers that are doing research in knowledge sharing. This paper also provides useful knowledge for developers and managers of knowledge sharing systems in Chinese contexts.
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Chan, Tack Wai. „Structuring And Modeling Knowledge In The Context Of Enterprise Systems“. Queensland University of Technology, 2003. http://eprints.qut.edu.au/15897/.
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In recent years, the Information Technology (IT) industry has been overwhelmed by a new class of packaged application software collectively known as Enterprise Systems (ES). Enterprise Systems are comprehensive business operating systems that weave together all the data within an organisation's business processes and associated functional areas. In particular, ES provide organisations with the ability to manage data and information in a real-time environment and to integrate operations between various departments; capacities that had been previously unrealized in traditional information systems. ES have since been established as an integral development in the Information Systems (IS) field and extensively studied by academics. The implementation and operation of ES are known to be complex and costly installations that require knowledge and expertise from various areas and sources. The knowledge necessary for managing ES is diverse and varied; it extends from the application of knowledge in different phases of the ES life cycle to the exchange of knowledge between ES vendors, clients and consultants. The communication of knowledge between the various agents adds another dimension to the complex nature of ES. Thus, ES clients have been motivated to reduce costs and retain ES knowledge within the organisation. Research has been conducted on the critical success factors and issues involved in implementing ES. These studies often address the lack of appropriate in-house ES knowledge and the need to actively manage ES-related knowledge. With motivation from another area of research known as Knowledge Management, academia and industry have strived to provide solutions and strategies for managing ES-related knowledge. However, it is often not clear what this 'knowledge' is, what type(s) of knowledge is relevant, who possesses the type(s) of knowledge and how knowledge can be instituted to facilitate the execution of processes. This research aims to identify the relevant knowledge in the context of Enterprise Systems. The types of knowledge required for ES are derived by studying the knowledge (techne)1 for different ES roles, managers and implementation consultants. This provides a perspective for understanding how ES knowledge can be structured. By applying a process modeling approach, the understanding of the relation of ES knowledge to roles and business processes thus gained will demonstrate how knowledge can be modeled. The understanding of ES knowledge and how it can be managed is first formalized by the development of a conceptual framework based on the existing literature. An exploratory study found that the identification of ES knowledge was necessary before the other activities in the knowledge management dimension could be effected. As an appropriate concept of knowledge could not be derived from the IS literature, the concept of techne emerged from a more comprehensive literature review. Techne ('art' or 'applied science' or 'skill') is defined as the trained ability of rationally producing, i.e. the ability to produce something reliably, under a variety of conditions, on the basis of reasoning. This involves having knowledge, or having what seems to be knowledge (awareness) of whatever principles and patterns one relies on. With this foundation, the main focus of the research is on the content analysis of the most popular implementation tool for Enterprise Systems management, ValueSAP. This tool is studied with respect to the types of knowledge (techne), roles and activities in ES implementation. The analysis of ValueSAP thus contributes to the understanding of the structure and distribution of knowledge in ES projects. Consequently, case studies were conducted to understand how the derived ES knowledge can be instituted in business processes using process modeling techniques. This part of the study demonstrates the modeling perspective of the research. 1. The terms 'knowledge' and 'skills' will be used interchangeably for the context of this thesis; where the term 'knowledge' is mentioned, the author refers to the skills required in the ES context. This section is further elaborated in Chapter 2 on techne and skills.
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Hon, Sze-ping Steven, und 韓思騁. „Knowledge sharing culture in the school context: a case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29414994.
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Petchchedchoo, Pattanant. „Management Control Systems (MCS) in the Context of Knowledge Management“. Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508826.
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The inspirations for this study were a call for research into the evolution of management accounting in the context of knowledge management (Bhimani and Roberts, 2004) and the increasing interest of Thai public and private organisations in implementing knowledge management initiatives, which were encouraged by the Thai government in order to move Thailand towards becoming a knowledge economy. The aim of this research is to extend the current knowledge and understanding of the adoption and evolution of management control systems (MCS) in the context of knowledge management. The study provides insights into whether and to what extent an MCS can be used to promote knowledge management. This includes an investigation of the mechanisms ofMCS that can be used to encourage knowledge management in organisations. It also involves defining what is meant by the terms knowledge and knowledge management, as these terms are broadly and differently defined in the literature of the various relevant disciplines. Two case studies of Thai organisations were used to explore the implications of MCS for knowledge management The cases provided contextual insights into the practicalities of knowledge management and MCS in the context of knowledge management The cases are in different businesses (one financially-oriented and the other non-financially-oriented) and different organisational contexts (one a bureaucratic organisation and the other a professionally dominated organisation). The differences in business purposes and organisational settings provide detailed data on how MCS can be devdoped to support knowledge management in different contexts. The findings suggest that the two organisations used the behaviouml mechanisms of MCS to promote their knowledge management initiatives in order to accomplish two aims: developing human capital and structural capital Several people-based knowledge management methods (e.g. education and training, communities of practice- (CoPs), etc.) were developed to achieve these aims. Three behvioural mechanisms of MCS (ie. individual performance measures, incentive systems and organisational rules) were used to encourage employees to participate in knowledge management work. MCS for knowledge management in the bank (a bureaucmtic and financially-oriented organisation) is more problematic than in the university partly because the bank's MCS is financially-oriented and more hierarchical than the university's, which is knowledge-oriented and more horizontal. The study also illustrates the use of personnel and cultural controls for promoting knowledge management in the two organisations. Finally, a conceptual framework, for explaining the synergy of MCS and knowledge management, is proposed for further development The framework suggests that the role of MCS in the context of knowledge has two dimensions: promoting horizontal co-ordination (by connecting economic activities horizontally) and encouraging HRM practices.
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Al, Kurdi Osama F. „Knowledge-sharing management in the context of higher education institutions“. Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16202.
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Competitive advantage does not depend solely on the creation and storage of existing and new knowledge. Rather, it requires sustained exploitation and production. The challenge becomes driven towards maintaining some mechanisms to help in producing new, and sharing existing knowledge. Harnessing the power of managing and sharing knowledge enabled companies like Apple and IBM to gain competitive advantage over their competitors. While such challenges have been closely examined in the extant literature, the context of knowledge management and sharing in higher education institutions (HEI) has only been lightly considered. However, considering the highly unique features of HEIs context in terms of autonomy, climate, distinct leadership and role of academics as knowledge workers, it can be argued that examining knowledge-sharing in the context of higher education is greatly needed. The literature has shown fragmented nature of examining academics' KS determinants in contemporary research. Thus, the need to comprehensively examine those influencers is essential. This thesis seeks to address the research gaps and contribute to the literature by asking What antecedents influence the process of knowledge-sharing (KS) between academics in HEIs, and how can the process of KS in HEIs be improved? Through the use of a quantitative research methodology, the research has developed eleven hypotheses to investigate the above-mentioned question. The findings in this study revealed to a very great extent that academics themselves can contribute towards influencing knowledge production and management, and determine the levels to which the universities will be able to share knowledge internally. The research reveals that organizational factors (affiliation, innovativeness, fairness represented by organizational climate and HEI leadership) were stronger predictors of academics' knowledge-sharing than individual (perceived loss of knowledge power, knowledge self-efficacy, perceived reciprocal benefits and trust) or technological ones.
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Kindermann, Dirk. „Perspective in context : relative truth, knowledge, and the first person“. Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3164.
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This dissertation is about the nature of perspectival thoughts and the context-sensitivity of the language used to express them. It focuses on two kinds of perspectival thoughts: ‘subjective' evaluative thoughts about matters of personal taste, such as 'Beetroot is delicious' or 'Skydiving is fun', and first-personal or de se thoughts about oneself, such as 'I am hungry' or 'I have been fooled.' The dissertation defends of a novel form of relativism about truth - the idea that the truth of some (but not all) perspectival thought and talk is relative to the perspective of an evaluating subject or group. In Part I, I argue that the realm of ‘subjective' evaluative thought and talk whose truth is perspective-relative includes attributions of knowledge of the form 'S knows that p.' Following a brief introduction (chapter 1), chapter 2 presents a new, error-theoretic objection against relativism about knowledge attributions. The case for relativism regarding knowledge attributions rests on the claim that relativism is the only view that explains all of the empirical data from speakers' use of the word "know" without recourse to an error theory. In chapter 2, I show that the relativist can only account for sceptical paradoxes and ordinary epistemic closure puzzles if she attributes a problematic form of semantic blindness to speakers. However, in 3 I show that all major competitor theories - forms of invariantism and contextualism - are subject to equally serious error-theoretic objections. This raises the following fundamental question for empirical theorising about the meaning of natural language expressions: If error attributions are ubiquitous, by which criteria do we evaluate and compare the force of error-theoretic objections and the plausibility of error attributions? I provide a number of criteria and argue that they give us reason to think that relativism's error attributions are more plausible than those of its competitors. In Part II, I develop a novel unified account of the content and communication of perspectival thoughts. Many relativists regarding ‘subjective' thoughts and Lewisians about de se thoughts endorse a view of belief as self-location. In chapter 4, I argue that the self-location view of belief is in conflict with the received picture of linguistic communication, which understands communication as the transmission of information from speaker's head to hearer's head. I argue that understanding mental content and speech act content in terms of sequenced worlds allows a reconciliation of these views. On the view I advocate, content is modelled as a set of sequenced worlds - possible worlds ‘centred' on a group of individuals inhabiting the world at some time. Intuitively, a sequenced world is a way a group of people may be. I develop a Stalnakerian model of communication based on sequenced worlds content, and I provide a suitable semantics for personal pronouns and predicates of personal taste. In chapter 5, I show that one of the advantages of this model is its compatibility with both nonindexical contextualism and truth relativism about taste. I argue in chapters 5 and 6 that the empirical data from eavesdropping, retraction, and disagreement cases supports a relativist completion of the model, and I show in detail how to account for these phenomena on the sequenced worlds view.
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Sangcozi, Lwando Luvuyo. „Institutional distance and innovation knowledge transfer : the South African context“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80510.
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This research sought to answer the question of whether South African EMNEs internationalising into developed markets, can successfully transfer the knowledge of their subsidiaries back home to improve their innovation performance. Gaining access to these strategic assets is, according to springboard theorists, the primary motives for EMNEs internationalising into developed markets. However, the evidence from this research does not support this postulation. This conclusion was arrived at after following the organisational institutionalism tradition, disaggregating the construct of institutions into the regulatory, normative, and cognitive pillars. This allowed for the hypotheses to be built on all three of these equally important aspects of institutions. Data was collected on cross border acquisitions by South African EMNEs between 2005 and 2015, and the resultant innovation activities analysed using a longitudinal strategy. After employing the Partial Least Squares-Structural Equation Modelling to test the hypotheses, it was concluded that regulatory, normative, and cognitive distance do not result in an improvement in the innovation performance of the parent, even though this has been proven by another study in a Chinese context. This research outcome uncovered contextual peculiarities in the South African environment that have an impact on the institutional theory discipline at large. Firstly, the conceptualisation of institutions needs to be granulated to focus on the aspects that relate to organisational outcomes. Secondly, the asset-seeking motive of the EMNE is a mediator between institutional distance and innovation performance. Thirdly, by disaggregating the normative distance from the other pillars, this research has reinforced a widely held view in literature, that normative distance negatively influences organisational performance.Mini Dissertation (MPhil)--University of Pretoria, 2020.
Gordon Institute of Business Science (GIBS)
MPhil
Unrestricted
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Fischer, Manfred M., Rico Maggi und Christian Rammer. „Contact Decision Behaviour in a Knowledge Context. A Discrete Choice Modelling Approach Using Stated Preference Data“. WU Vienna University of Economics and Business, 1991. http://epub.wu.ac.at/4220/1/WSG_DP_1391.pdf.
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Banck, Johan, und Agnes Osborne. „Knowledge management in an offshore context : A study on IT-consulting projects at Accenture“. Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-168208.
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During the last decade offshore sourcing has emerged as a rapidly growing trend, making offshore-based consultants rule rather than exception in IT consulting projects. This offshore context introduces challenges in knowledge management; something of particular interest in IT consulting, being a knowledge intensive industry where a firm’s ability to leverage knowledge determines its ability to gain competitive advantage. This study adds to the understanding of how these challenges to knowledge management in an offshore context are managed, as well as how project-specific knowledge is managed in such a context. Eight semi-structured interviews have been conducted in two different consulting projects at Accenture. The results suggest that even though Accenture in general uses a distinct codifying strategy, the challenges introduced to knowledge management in an offshore context were mainly handled through personalisation strategy.
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Al, Hawamdeh Nayel. „An investigation of the role of knowledge brokers during service encounters : the context of Jordanian commercial banks“. Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/16686.
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Obtaining customer knowledge represents a key task across all firms given its importance for potential competitive advantage, improving service quality and achieving long-term relationships with agents. However, despite the fact that the interaction between customers and frontline employees during service encounters is considered a valuable source of customer knowledge, our understanding of the role of frontline employees as brokers in this respect remains embryonic. The purpose and motivation of this research are to explore the factors-namely, enablers and barriers-that influence frontline employees' motivation to serve as knowledge brokers. The process through which knowledge brokers transfer customer knowledge during service encounters is also considered important. This study further contributes to the theory of knowledge management by formulating a valid conceptual framework that illustrates the process of knowledge-brokering during these service encounters. This thesis adopted a qualitative research approach using an in-depth multiple case study analysis. In total, 30 semi-structured interviews with different informants (i.e. managers and employees) from three top commercial banks in Jordan were undertaken. In addition, other data sources, including documents and observations, were also informed the primary data collection. Contextually, Jordan's service-oriented economy combined with its developing nature provided a rich research environment for exploring these issues. The study reveals that frontline employees engage in knowledge-brokering during service encounters transfer through three types of customer knowledge, namely, knowledge about customers, knowledge for customers, and knowledge from customers. Furthermore, the main findings demonstrate four critical sets of factors facilitating or impeding knowledge-brokering during these events, i.e.; organisational-level factors (e.g. organisational culture, organisational structure, and organisational support), individual-level factors (e.g. job experience, prior customer knowledge, ability to understand customer knowledge, self-efficacy, and workload), technological-level factors (e.g. bank information system and a lack of a customer-relationship management system) and knowledge-level factors (e.g. tacit or explicit). It was also found that the process of knowledge-brokering during service encounters is accomplished in two ways: knowledge-brokering for the customer and knowledge-brokering for the organisation. This study also reports a set of managerial implications that provide a better understanding of the influential factors inherent in establishing and seeking to succeed in knowledge-brokering during the course of frontline bank employees' interactions during service encounters. Keywords: knowledge-brokering, frontline employees, customer knowledge, service encounters.
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Eraslan, Seyda. „International knowledge transfer in turkey the consecutive interpreter's role in context“. Doctoral thesis, Universitat Rovira i Virgili, 2011. http://hdl.handle.net/10803/37342.
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This thesis aims to explore the complex role of consecutive interpreters in relation to context. Context shapes how interpreters are positioned within an interaction, conceived of as a multi-level framework comprising the textual level, the interactional level, and the institutional level. The empirical focus is interpreting in seminars run by a Turkish public institution and supported by an international organization in the framework of the country’s development towards EU accession. The case study relies on the triangulation of several types of data, different research methods and settings in order to provide a deeper understanding of the interpreter’s role in context. In accordance with the fieldwork strategy, the focus is on naturally occurring data, including user and interpreter surveys, interviews, and video-recordings of interpreted interactions. The findings of the study reveal that there may be a gap between the general role definitions of interpreters and the strategies they are expected to adopt. User expectations vary depending on situational factors and the role perceptions of interpreters do not necessarily match reality. The analysis of the interpreter’s role in two different events exhibiting a varying degree of formality and interactivity but sharing the same institutional context, interpreting mode, and interpreter, demonstrates the influence of context on the interpreter’s role.
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Assudani, Rashmi H. „Creating knowledge in a geographically dispersed context : process and moderating variables“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85878.
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Increasingly, knowledge-based tasks such as new product development and market research are being conducted by geographically dispersed teams. Early evidence from knowledge-based view of the firm and geographically dispersed work literatures suggests that at least four kinds of knowledge gaps---transactive memory system, mutual knowledge, categorization and situated knowledge---exist because of the (dispersed) structure of the knowledge management context . Dispersed members therefore cannot take for granted that they have a common context, making dispersed collaboration problematic.The dissertation - a qualitative, theory-generating exercise - seeks to address the question, 'how do dispersed teams collaborate to create useful knowledge?' Specifically, the research question examines the integral elements of the knowledge creation process, the negotiation of knowledge gaps for co-creating a common context, and the association between the negotiation of these gaps with the efficiency of the knowledge creation process, effectiveness of new knowledge created, and cohesion in the team. This research has been conducted in two phases - an exploratory ethnographic study followed by a replication study.
Analysis of the data instead directed my attention to the critical role of moderating variables such as degree of familiarity among dispersed team members, degree of redundancy of knowledge structures among them and the nature of task on the perceived presence or absence of gaps. These findings clarify the literature by differentiating between the structure and the properties of the knowledge management context and therefore develop a more comprehensive model of these moderating variables that have the potential to affect the dispersed knowledge creation process. Specifically, the findings demonstrate that degree of redundancy is positively associated with the efficiency of the knowledge creation process. These studies also suggest that dispersed collaboration may be less different from collocated collaboration than previously thought. Finally, these studies contribute to the dispersed work literature by suggesting that all kinds of dispersed work are not alike and face-to-face meetings may not be necessary for all types of dispersed work.
These findings are used to develop a theory of dispersed knowledge work and have implications for determining whether and in what contexts geographic distance matters for conducting knowledge work. One implication is that perceptions of distance may be at least as important as the objective aspects of distance. Another implication is that whether geographic distance matters will actually depend upon the competitive strategy of the firm.
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Tsirogianni, Stavroula. „Social values in context : a study of the European knowledge society“. Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/2066/.
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This thesis investigates how social values align with changing patterns of economic development, work and quality of life in the European knowledge society. Conceptually, the thesis draws upon Richard Florida's Theory of the Creative Class (2002) and Human Values Theory as developed by Shalom Schwartz (1992). The research combines different methodological approaches and is structured in three parts. The first study involves a secondary data analysis of the European Social Survey that includes Schwartz's value inventory and other value related items. It aims at mapping the values of Florida's three key occupational groups: knowledge, service and manufacturing workers. While manufacturing workers were found to be distinct from knowledge and service workers, the latter two categories were rather similar. In addition, a mixture of liberal and traditional values characterised knowledge workers' value systems. Little empirical support was found for Schwartz's circumplex structure of values. The second part of the thesis, using two split-ballot experiments and cognitive interviews, explores the role of context in the conceptualisation and study of values. Drawing on the concept of 'behavioural spheres' (Kluckhohn and Strodtbeck, 1961), the operation of values in the familial, recreational and occupational sphere is examined. The findings show that many values demonstrated context specificity. In-depth interviews with Greek and British knowledge and service workers constitute the third and final study. I examine how workers' valuing processes delineate their creative endeavours to construct the meaning of work and good life, as embedded in the wider societal, economic, political and work contexts. Creativity focuses on how workers, create value meanings and enact values, combine different roles, make sense of their living and the world and deal with adversities. It was shown that the ability to transform work into a meaningful activity is not restricted to knowledge workers. The findings altogether did not corroborate Florida's proposal of an emerging creative class with distinct value orientations and Schwartz's model of a structure of universal values, captured in a set of binary oppositions. A range of challenges for policy making in the knowledge society is implied when authenticity rather than creativity - as defined by Florida- was found to delineate the European work ethos.
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Liu, Jiayuan. „Knowledge orchestration and digital innovation networks : insights from the Chinese context“. Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/102653/.
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As digital innovation increasingly pushes heterogeneous actors to connect with each other across multiple organizational and community boundaries, a doubly distributed innovation network may emerge, leading to the knowledge being too fragmented and heterogeneous. Facing this problem, I place an emphasis on material artefacts and social network structures in the cultural context of Chinese digital innovators. On the one hand, as innovation is increasingly mediated by material artefacts, I focus on epistemic objects and activity objects, which are able to motivate the process of innovation. On the other hand, as innovation transforms the network actors’ social space, I focus on the role of “guanxi” (i.e. a system of influential relationships in Chinese culture) and structural holes (i.e. the absence of a connection between two contacts) in digital innovation networks. At the same time, as the literature recognizes knowledge orchestration as a useful starting point to address the knowledge fragmentation and heterogeneity, I identify five activities as knowledge orchestration: knowledge mobilization, knowledge coordination, knowledge sharing, knowledge acquisition and knowledge integration. As traditional tools used to support knowledge management can no longer handle the fragmented and heterogeneous knowledge, there is limited studies contributing to our understanding of how the Chinese innovators use objects and social network structures to orchestrate knowledge in their innovation networks. With these paucities of research in mind, this thesis explores how the material objects and the social network structures orchestrate knowledge for coordinating the fragmented and heterogeneous knowledge in Chinese digital innovation networks. From the perspective of material artefacts, my first study explores how epistemic objects affect the acquisition, integration and sharing of knowledge among collaborative organizations during their IT innovation alliances. My second study explores how activity objects affect the sharing, acquisition and integration of knowledge for crowdsourced digital innovation. From a social perspective, my third study explores how guanxi and structural holes affect the mobilization and coordination of knowledge among Chinese digital entrepreneurs in their innovation networks. Following the three studies, I show my key contributions, and discuss my theoretical and practical implications.
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Hsu, Huei-Min. „An Examination of the Influences of Organizational Context on Knowledge Sharing“. NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/181.
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Knowledge has been recognized as an important intangible asset to gain competitive advantage for organizations. Many firms invest and deploy knowledge management (KM) practices to manage the knowledge asset effectively. KM practices are context-specific since context acts as a governance mechanism of how employees behave. The deployment of KM practices, in turn, will be varied based on the organizational context differences. These differences can be both KM barriers and important enablers. Moreover, a successful KM project is believed to be associated with the organization design and structuring of knowledge assets, information technology, and people.
This research examined organizational context influences on knowledge sharing, one of the KM practices. More specifically, this research model focused on three organizational context factors - organizational structure, organizational culture, and information technology - and their roles on the sharing of two types of knowledge assets: tacit and explicit. Organizational context constitutes the environment where knowledge sharing practices take place. The goal of this research was to detect and explain the environment and to provide both academics and practitioners with the empirical evidence relating to the knowledge sharing enablers.
A survey research study was conducted to obtain a comprehensive understanding of how organizational context influenced employees' knowledge sharing intentions, based on a social-technical perspective. The results identified key factors (such as organizational norms, innovation, and specialization) that contributed to promoting individual knowledge sharing intention. It also indicated that social factors, compared to the technical factor, were more likely to stimulate knowledge sharing. The findings supported extant studies, lending credibility to the results. Additionally, this research extended the literature on knowledge sharing by simultaneously considering individual intention to share two forms of knowledge assets: tacit and explicit.
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Fuchs, Simone. „A comprehensive knowledge base for context aware tactical driver assistance systems“. Aachen Shaker, 2009. http://d-nb.info/993636977/04.
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Peet, Andrew. „Testimony, context, and miscommunication“. Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7705.
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This thesis integrates the epistemology of testimony with work on the epistemology, psychology, and metaphysics of language. Epistemologists of testimony typically ask what conditions must be met for an agent to gain testimonial justification or knowledge that p given that p has been asserted, and this assertion has been understood. Questions regarding the audience's ability to grasp communicated contents are largely ignored. This is a mistake. Work in the philosophy of language (and related areas) suggests that the determination and recovery of communicated contents is far from straightforward, and can go wrong in many ways. This thesis investigates the epistemology of testimony in light of this work, with a special focus on miscommunication. The introduction provides a brief overview of some relevant work on testimony, the philosophy of language, and psychology, and argues that there is good reason to investigate the three. One obvious problem in this area is that if testimonial knowledge requires knowledge of what is said then the risk of miscommunication will block testimonial knowledge. Chapter two argues that testimonial knowledge does not require knowledge of what is said. The remaining four chapters discuss problems which do to arise from miscommunication. Chapters three and four focus on the epistemic uncertainty of communication with context sensitive terms. Chapter three argues that many beliefs formed on the basis of context sensitive testimony are unsafe and insensitive. Chapter four argues that speakers often have plausible deniability about the contents of their assertions. Chapters five and six explore types of miscommunication which arise as a result of background mental states affecting our linguistic understanding. Chapter five explores the social/ethical consequences of this, arguing that certain groups are disproportionately subject to harmful misinterpretation. Chapter six argues that testimonial anti-reductionists make the wrong predictions about a range of cases of cognitive penetration.
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Seib, Jerod Drew. „FRANTIC VOTERS:HOW CONTEXT AFFECTS VOTER INFORMATION SEARCHES“. OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/501.
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Scholars have researched how voters make decisions for well over a half a century, but these studies are limited in what they are able to say about how voters make decisions because they have focused on the choice rather than the process. Most of these studies have focused on the choice that voters reach or the way their memories are structured, overlooking the importance of the search and acquisition of information. Specifically, scholars in political science have paid little attention to how contextual variations in the information environment affect how voters make decisions. This dissertation investigate`s how changes in context affect how voters search for information. I explore three specific contexts: the number of offices on the ballot, the availability of partisan information about the candidates, and the presence or absence of campaign dialogue between two candidates. Indeed, one of the prominent features of American elections is the variation in the number of elections across jurisdictions, the availability of partisan information about candidates, and the amount of campaign dialogue between candidates--the three contexts that I examine in this study. I conduct three experiments that manipulate each of these contexts, using a dynamic information board that simulates the campaign environment and process tracing methods to track the information subjects chose to view and in what order they chose to view it. Results indicate that context shapes the way voters search for and acquire information. When faced with long ballots, subjects examined information less closely, they compared more information between candidates, and they searched for information less systematically. When subjects were unable to use the partisan cue, they compared less information between candidates and searched for information less systematically. Finally, when there was no dialogue between candidates, subjects searched for less information and had a less systematic search for it. These findings suggest that there are better ways to design elections.
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Gelski, Sophie E. „The missing paradigm: the personal history of the history teacher“. Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7278.
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This study explores the ways in which teachers’ biographies shape the act of teaching. It illuminates the formative (emotional, private, personal and professional) influences and experiences in teachers’ lives and work. After offering a detailed examination of the most significant ‘players’ (teachers’ educational beliefs, emotional connection and/or emotional knowledge of the subject matter; context and history syllabi) co-performing with the history teacher, the study then specifically focuses on the intersections between teachers’ emotional and personal history; their emotional knowledge and orientation to the subject matter; their pedagogical choices and the contexts ( the type of school and in particular the subject’s locations in that school) within which they teach. The research is inter-disciplinary and is premised upon theoretical and empirical studies in: teaching history, historical empathy, teaching the Holocaust, biography, modalities of teachers’ knowledge, emotion in education, teachers’ educational beliefs and context. It is a qualitative multiple-case study of 20 teachers working in 15 disparate schools and subject locations. The qualitative empirical materials gathered for the study have allowed single and cross-case comparisons to be made within the study through examining both the individual and collective meanings that teachers bring to their work. Once this information is interpreted, a clearer picture emerges of what it is that history teachers regard as being most influential in affecting their choice of content or even their orientation to their subject matter. By discovering the emotional, private and personal dimensions of teachers’ knowledge (an area which has to date been virtually unrecognised and/or acknowledged), this study has not only added to existing knowledge, but it has invited inquiry into a whole new area—second generation emotional knowledge (SGEK). This is a dimension of emotional knowledge that is unique and, as yet, uncharted.
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SUN, YI. „Improve Knowledge Transfer and Sharing Practices among Service-providers in the Context of E-health: A case study of U-CARE Community“. Thesis, Uppsala universitet, Informationssystem, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-208278.
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As more and more convenience technology brings to human’s life by breaking through the obstacles of geography and psychology, e-health is being accepted by increasing number of people. It shows great potential to decrease the gap between the needs and satisfaction. However, the potential of e-health is far from being noticed. Knowledge shows inevitable advantages in different domains and of course the same in the health care industry. There are many different aspects that can be investigated and improved to reach the purpose, but in this dissertation, we aims to explore how to achieve a better knowledge transfer and sharing among e-health service-providers in order to create high-quality services that will be delivered to the patients. In general, U-CARE community is the one case that studied in this dissertation to explore how to identify knowledge transfer & sharing practices and what techniques can be used to improve it in the context of e-health. A theoretical framework from Etienne Wenger is applied here to help the author understand community well. Further analysis and discussion are based both on existing theories derived from literature review and empirical data obtained in interviews. The main contribution from the author and conclusion in this dissertation are summarized in a format of framework concerning useful techniques and methods (shown in Figure 9), which involves knowledge transfer and sharing practices related to formal/informal meetings, face-to-face communication, coordinator, online platform, IT tools, change management, documentation management, tracking of requirements & decisions, library of FAQ and personalization. The transferred and shared knowledge investigated in this dissertation is “back-office” data, not directly related to patient data, so the protection of patient personal privacy is not a consideration in this dissertation.
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Sheehan, Norman. „Indigenous knowledge and higher education : instigating relational education in a neocolonial context /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17681.pdf.
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Lee, Mark W. „Cultural knowledge and preservice teachers' readiness for teaching in the international context“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28219.pdf.
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Xie, Yifan. „Application of context aware systems to support knowledge work in the aerospace“. Thesis, University of Bath, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665454.
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This thesis describes the research of the Engineering doctorate research project jointly facilitated by Airbus and University of Bath. The overall research aim was to investigate the application of context aware systems to capture and utilise context to support knowledge work in the aerospace industry. Context aware systems provide the potential capabilities to capture and utilise context to distribute information relevant to users' needs. These capabilities are perceived to be ideal to support knowledge work, however there is still much to be learnt about how context aware systems can be developed and applied in daily engineering activity. Resulted from the literature review, the classifications of context and context aware techniques reflect how context were defined and dealt within exist ing literature. Applications provided by existing context aware systems to support knowledge work were summarised. Additionally, research issues of industrial applications for context aware systems were discussed. The research gaps, resulted from the state of the art review, identified potential areas for research and development. After industrial case studies, the context requirements for an ideal context aware system to support knowledge work were identified. Key findings from these research activities were then synthesised to clarify research directions in the latter part of the research. In the latter part of this research, an experiment was designed and executed to capture and utilise domain context in the Wing In-Service Support department. Using the repair case search activity as the engineering use case, the context aware system Daedalus was developed to enable Feedback Based Context Capturing (FBCC), and then utilised the I captured context to facilitate search terms expansion and search terms suggestion to support repair case search. The experiment data generated from this experiment enabled the following studies: a detailed examination of the domain semantic context of Wing In Service Support; evaluation of the cost-effectiveness of the FBCC approach; and evaluation of Daedalus in terms of adoption level and impact on repair case search activity. From the study results of the experiment data, a number of contributions of this research Were confirmed. The in-depth examination of domain semantic context revealed key insight for future research and development of context aware systems. The FBCC approach can be regarded as a novel approach to facilitate user-driven context capturing in a cost-effective manner. The Daedalus system was proven to have provided significant efficiency gain to the Wing In-Service Support department. Since this research, the usage of Daedalus has been maintained with the existing user base and also expanded to new In -Service teams. These post-experiment usage, maintenance and development of Daedalus can be considered as evidence of continuous industrial impact of this research on the collaborating engineering department as well as wider engineering communities within Airbus.
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FERREIRA, AUGUSTO CESAR ROSITO. „TEXT AND THE CONTEXT IN THE RELATION AMONG STUDENTS, SCHOOL AND KNOWLEDGE“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9273@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOO estudo focaliza as relações entre alunos do ensino médio de escola pública e o saber escolar. Ele se inspirou prioritariamente na obra de Bernard Charlot e utilizou dois procedimentos básicos usados por ele em várias pesquisas sobre o tema: balanços do saber, efetuados pelos próprios estudantes, e entrevistas realizadas com eles, em grupo e individualmente. Um diário de campo completou os dados sobre os quais as análises foram feitas. As constatações confirmam a importância da origem sócio-econômica dos alunos em suas relações com o saber, como afirma Charlot, entre outros, mas sugere também outros tipos de relações, mais ligadas à valorização de certas disciplinas em detrimento de outras, ou de certas relações interpessoais de relevância na vida acadêmica dos alunos investigados. Como outras pesquisas já vêm constatando, o estudo confirma que a influência de fatores sócio-econômicos, ainda que muito importante, entra em combinação com outros fatores na definição das relações entre os estudantes e o saber escolar.
This research focuses on the relations between high school students in a public school in the State of Rio de Janeiro, Brazil and school knowledge. It has been primarily based on Bernard Charlot´s work and has made use of two of his basic procedures found in several pieces of research on the theme: knowledge inventories, carried out by the students themselves and interviews with the students, done both on an individual and on a collective basis. A field diary has added information to the data collected for the analysis. The results confirm the relevance of the students´ socioeconomic origin to their relation to knowledge, as asserted by Bernard Charlot. It also moves further to point to other types of relations with knowledge, closer to the valuing of a few disciplinary areas over others and to relevant interpersonal relations in the students´ school life. As other academic investigations have been demonstrating, this research confirms that notwithstanding the influence of socioeconomic factors, they get combined with factors of a different nature in the definition of the relations between the students and school knowledge.