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Bibliografías temáticas / Technical knowledge / Artículos de revistas

Artículos de revistas sobre el tema "Technical knowledge"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 22 de junio de 2024

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1

Rao, Dr S. Anitha, P. Jagadeesh Babu y K. Apoovra K. Apoovra. "Knowledge Regarding Technical Aspects of Endodontic Treatment". Indian Journal of Applied Research 3, n.º 8 (1 de octubre de 2011): 55–59. http://dx.doi.org/10.15373/2249555x/aug2013/181.

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2

Kennedy, Jane y Mark E. Peecher. "Judging Auditors' Technical Knowledge". Journal of Accounting Research 35, n.º 2 (1997): 279. http://dx.doi.org/10.2307/2491366.

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3

Jennex, Murray E. "Socio-Technical Knowledge Management". International Journal of Knowledge Management 4, n.º 4 (octubre de 2008): 112–14. http://dx.doi.org/10.4018/jkm.2008100107.

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4

Hunt, Ray. "Technical knowledge in perspective". Computer Communications 14, n.º 4 (mayo de 1991): 254. http://dx.doi.org/10.1016/0140-3664(91)90022-s.

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5

Søberg, Peder Veng y Atanu Chaudhuri. "Technical knowledge creation: Enabling tacit knowledge use". Knowledge and Process Management 25, n.º 2 (25 de marzo de 2018): 88–96. http://dx.doi.org/10.1002/kpm.1563.

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6

Mazza, Luigi. "Technical Knowledge and Planning Actions". Planning Theory 1, n.º 1 (marzo de 2002): 11–26. http://dx.doi.org/10.1177/147309520200100102.

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7

Link, Albert N. y Robert W. Zmud. "External sources of technical knowledge". Economics Letters 23, n.º 3 (enero de 1987): 295–99. http://dx.doi.org/10.1016/0165-1765(87)90168-6.

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8

Bann, Simon, Mansoor S. Khan, Vivek K. Datta y Ara W. Darzi. "Technical performance: Relation between surgical dexterity and technical knowledge". World Journal of Surgery 28, n.º 2 (febrero de 2004): 142–46. http://dx.doi.org/10.1007/s00268-003-7071-z.

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9

MILLINGTON, G. "GATHERING AND DISSEMINATING TECHNICAL KNOWLEDGE. BRIEFING." Proceedings of the Institution of Civil Engineers - Civil Engineering 114, n.º 2 (mayo de 1996): 102–3. http://dx.doi.org/10.1680/icien.1996.28262.

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10

Conway, Matt, David Bedford y Matt Oehler. "Knowledge Management Enhances Technical Training Program". Way Ahead 02, n.º 03 (1 de octubre de 2006): 14–15. http://dx.doi.org/10.2118/0306-014-twa.

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11

Gorokhov, V. G. "Engineering activity, designing and technical knowledge". History and Technology 8, n.º 2 (enero de 1992): 107–12. http://dx.doi.org/10.1080/07341519208581796.

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12

Bernshaw, Nicole. "Assisting the Acquisition of Technical Knowledge". Journal of Human Lactation 11, n.º 1 (marzo de 1995): 7. http://dx.doi.org/10.1177/089033449501100109.

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13

Valentino, Mattio. "Information, technical writing, knowledge and power". ACM SIGDOC Asterisk Journal of Computer Documentation 23, n.º 1 (febrero de 1999): 3–18. http://dx.doi.org/10.1145/309545.309546.

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14

Brundage, Michael P., Thurston Sexton, Melinda Hodkiewicz, Alden Dima y Sarah Lukens. "Technical language processing: Unlocking maintenance knowledge". Manufacturing Letters 27 (enero de 2021): 42–46. http://dx.doi.org/10.1016/j.mfglet.2020.11.001.

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15

Grégoire, É. "Fusing Cooperative Technical-Specification Knowledge Components". International Journal on Artificial Intelligence Tools 12, n.º 03 (septiembre de 2003): 265–78. http://dx.doi.org/10.1142/s021821300300123x.

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In this paper, the problem of fusing various logic-based technical specification knowledge components about a same physical device or process is investigated. It is shown that most standard logic approaches to beliefs and knowledge fusion are not relevant in this context since some rules should be merged even in the case of mutually consistent knowledge components. Accordingly, we discuss the various types of formulas that should be merged during a fusion process, in order to avoid necessary conditions for the absence of failure to become sufficient conditions. This transformation is then described formally. It can be performed as an efficient preprocessing step on the knowledge components to be fused. The properties of this transformation schema are then investigated from a semantical point of view. Finally, a series of subsumption tests are proposed, preventing conditions for the absence of failure from being overridden by subsumption.

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16

Hisnanick, John J. "Knowledge Emergence: Social, Technical, and Evolutionary Dimensions of Knowledge Creation". Journal of Economic Issues 36, n.º 3 (septiembre de 2002): 819–21. http://dx.doi.org/10.1080/00213624.2002.11506518.

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17

Chen, Jihong, Robert J. McQueen y Peter Y. T. Sun. "Knowledge Transfer and Knowledge Building at Offshored Technical Support Centers". Journal of International Management 19, n.º 4 (diciembre de 2013): 362–76. http://dx.doi.org/10.1016/j.intman.2013.03.009.

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18

Otero, José y Vicente Sanjosé. "Knowledge and knowledge gaps in semantic memory of technical artifacts". New Ideas in Psychology 69 (abril de 2023): 101009. http://dx.doi.org/10.1016/j.newideapsych.2023.101009.

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19

Basden, Andrew. "Some technical and non-technical issues in implementing a knowledge server". Software: Practice and Experience 30, n.º 10 (2000): 1127–64. http://dx.doi.org/10.1002/1097-024x(200008)30:10<1127::aid-spe332>3.0.co;2-w.

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20

Oofuvong, Maliwan, Ngamjit Pattaravit, Orarat Kanjanawanichkul, Sirikarn Siripruekpong, Kanjana Nuanjun y Boonthida Suwannarat. "Are Technical Skills Assessed Using Medical Knowledge Associated with Non-technical Skill Knowledge in Anaesthesia Resident Training?" Siriraj Medical Journal 74, n.º 12 (1 de diciembre de 2022): 844–56. http://dx.doi.org/10.33192/smj.2022.99.

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Objective: We examined the association between midterm examinations and anaesthetists’ non-technical skills (ANTS) knowledge using multiple choice questions (MCQs) for anaesthesia training. Materials and Methods: A prospective cross-sectional study was implemented based on two cohort studies conducted in November 2017 and November 2019 at the university hospital in southern Thailand. Each cohort consisted of MCQs, short answer questions (SAQs), objective structured clinical examinations (OSCEs), and MCQs after ANTS simulation workshops during the midterm examinations. The main exposure variable was the midterm examination (MCQs/ SAQs/ OSCEs) whereas the ANTS MCQs were the outcome. The potential predictors were the residents’ role, sex, PGY (1-3), and competency. Associations between midterm examinations and ANTS MCQ scores were analysed using Pearson’s correlation coefficients (r) and multivariate linear regression analysis, and presented as beta coefficient (β) and 95% confidence limit (CL). Results: Forty-eight anaesthesia residents were recruited for the study. After adjusting for PGY, knowledge score, and attitude evaluated by the staff, OSCE was found to be significantly associated with the pretest ANTS scores (β [95% CL]= 1.02 (0.06, 1.98)) and MCQ scores were significantly associated with the posttest ANTS scores (β [95% CL]= 0.14 (0.04, 0.24)). SAQ scores had negative associations with the pretest (β [95% CL]=-0.11 (-0.21, -0.01)) and posttest (β [95% CL]=-0.16 (-0.27, -0.05)) ANTS scores. It was found that there was a significant relationship between midterm examinations and posttest ANTS scores (r=0.52). Conclusion: Technical skills using OSCE and midterm MCQ examination scores were associated with non-technical skill knowledge in anaesthesia training.

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21

Suganthi, N. y J. Pirabu. "Indigenous Technical Knowledge Relating to Farming Enterprises". Asian Journal of Agricultural Extension, Economics & Sociology 22, n.º 2 (29 de enero de 2018): 1–8. http://dx.doi.org/10.9734/ajaees/2018/37330.

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22

Hendy, Chris R., Phillippa C. Spencer y Madhusudan Sundaram. "Technical networks – the framework for disseminating knowledge". Proceedings of the Institution of Civil Engineers - Management, Procurement and Law 166, n.º 2 (abril de 2013): 77–85. http://dx.doi.org/10.1680/mpal.11.00041.

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23

Nakabasami, Chieko y Kenichi Hoshimoto. "Knowledge Extraction from Technical Papers of Metallurgy". Proceedings of Annual Conference, Japan Society of Information and Knowledge 7 (1999): 81–86. http://dx.doi.org/10.2964/jsikproc.7.0_81.

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24

Howes, Michael y Robert Chambers. "Indigenous Technical Knowledge: Analysis, Implications and Issues". IDS Bulletin 10, n.º 2 (22 de mayo de 2009): 5–11. http://dx.doi.org/10.1111/j.1759-5436.1979.mp10002002.x.

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25

Elliott, Gene y Michael Connet. "Networks to Knowledge at Greenville Technical College". Community & Junior College Libraries 7, n.º 2 (21 de agosto de 1991): 13–23. http://dx.doi.org/10.1300/j107v07n02_03.

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26

Das, Amit. "Knowledge and Productivity in Technical Support Work". Management Science 49, n.º 4 (abril de 2003): 416–31. http://dx.doi.org/10.1287/mnsc.49.4.416.14419.

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27

Cao, Longbing, Dan Luo y Chengqi Zhang. "Knowledge actionability: satisfying technical and business interestingness". International Journal of Business Intelligence and Data Mining 2, n.º 4 (2007): 496. http://dx.doi.org/10.1504/ijbidm.2007.016385.

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28

Rai, Neel y Shivani Agarwal. "Technical Report". International Journal of Risk and Contingency Management 8, n.º 1 (enero de 2019): 74–78. http://dx.doi.org/10.4018/ijrcm.2019010105.

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In the education field, knowledge of the corporate world is very important. Authors have visited the Coca Cola Happiness Factory, Moon Beverages Pvt. Ltd., Greater Noida, and India's Only Happiness Factory Museum. The visit began with the introduction of the Coca-Cola Happiness Factory given by Mr. Saurabh Singh (Marketing Manager). The visit was to avail the practical knowledge about the Coca-Cola happiness factory and learned about the company and how the beverages are manufactured. Also highlighted is the beverage testing criteria. The author has seen the entire operational process of the Coca Cola product range (Like Limca, Mazaa, Kinley Water, Minute Maid, Coca Cola, Thumsup, Fanta, etc.) in bottles and cans of different sizes.

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29

Ghosh, Kamalika, Stephan J. Motowidlo y Saswati Nath. "Technical Knowledge, Prosocial Knowledge, and Clinical Performance of Indian Medical Students". International Journal of Selection and Assessment 23, n.º 1 (27 de enero de 2015): 59–70. http://dx.doi.org/10.1111/ijsa.12095.

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30

Schachtner, Christina. "Experience and knowledge". Concepts and Transformation 7, n.º 2 (26 de septiembre de 2002): 193–202. http://dx.doi.org/10.1075/cat.7.2.04sch.

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Playful action — undirected, interactive, boundary-transgressing and scenic — provides creative potential for the process of technological development. This thesis is developed with reference to John Dewey. In the course of the argument experience is assigned an indispensable position as a method of gaining knowledge. The argument presented grants an innovative status to experience-based, playful action, opposed to the hegemony of the technical-economical logic, which stresses exactness, unambiguity and measurability. The hegemony of the technical-economical logic in the Western industrialized countries is responsible for the discreditation of playful action. But the price to be paid is to go without the innovative impulses which are essential elements of playful action.

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31

Анатолій Іванчук y Анатолій Матвійчук. "TECHNICAL PHENOMENA AS A MEANS OF FORMATION TECHNICAL LITERACY OF SCHOOLCHILDREN". Collection of Scientific Papers of Uman State Pedagogical University, n.º 3 (4 de septiembre de 2020): 64–72. http://dx.doi.org/10.31499/2307-4906.3.2020.219091.

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The article substantiates the expediency of using narratives about technical phenomena in mechanical transmissions in the profile education of high school students as a means of forming technical literacy. Based on the methodology of the activity approach and the narrative way of interpreting technical knowledge, it was found that the operation of semantic information of technical content is the main condition for its perception and understanding by students. It was found that the stimulation of meaning making contributes to the activation of the humanitarian potential of technical knowledge. To master the knowledge of technical phenomena by high school students, it is necessary to choose the subject of interpretation, to include it in specific story lines. Having understood the explanation of the plot lines, students will realize the value-semantic aspects and study a fragment of the modern technosphere. It is established that the narrative explanation of technical phenomena in mechanical transmissions as the main elements of drives of working machines is organically intertwined in the context of the cultural concept of technological education of schoolchildren. The main learning outcomes of students will include experience of cognitive activity, experience of reproductive activity, experience of creative activity, experience of emotional and value relations. Emotional-value relations are acquired using reflection. The attitude of students to the object of knowledge is one of the main conditions for the transformation of technical knowledge into beliefs, which serve as a guide in the perception of the phenomena of the technosphere and contribute to the solution of technical problems. Technical ideas, beliefs and values will form the basis of technical literacy of high school students.

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32

Hockicko, Peter. "Exploring of students' knowledge using the Concept Inventory Test at Technical University". New Trends and Issues Proceedings on Humanities and Social Sciences 3, n.º 1 (28 de junio de 2017): 233–55. http://dx.doi.org/10.18844/gjhss.v3i1.1772.

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33

Watanuki, Keiichi. "Knowledge Creation and Transfer for Advanced Technical Skills Using Immersive Virtual Environment". International Conference on Business & Technology Transfer 2004.2 (2005): 91–96. http://dx.doi.org/10.1299/jsmeicbtt.2004.2.0_91.

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34

Deuser, Kaya y Pavel Naumov. "Strategic Knowledge Acquisition". ACM Transactions on Computational Logic 22, n.º 3 (24 de junio de 2021): 1–18. http://dx.doi.org/10.1145/3459993.

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The article proposes a trimodal logical system that can express the strategic ability of coalitions to learn from their experience. The main technical result is the completeness of the proposed system.

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35

Kim, Jiyeon. "Primary Teachers’ Knowledge Base of Pronunciation Instruction: Their Content Knowledge, Pedagogical Content Knowledge, and Technical Pedagogical Content Knowledge". English Teaching 78, n.º 4 (31 de diciembre de 2023): 83–111. http://dx.doi.org/10.15858/engtea.78.4.202312.83.

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36

BAILEY, DIANE E. y JULIE GAINSBURG. "A PROFILE OF KNOWLEDGE USE IN TECHNICAL WORK." Academy of Management Proceedings 2004, n.º 1 (agosto de 2004): L1—L6. http://dx.doi.org/10.5465/ambpp.2004.13857170.

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37

Noga, Henryk, Jana Depešová, Tomasz Nesterak y Daniel Kučerka. "The level of students technical knowledge – survey results". Edukacja – Technika – Informatyka 16, n.º 2 (2016): 99–107. http://dx.doi.org/10.15584/eti.2016.2.12.

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38

Mazza, Luigi. "Technical knowledge, practical reason and the planner's responsibility". Town Planning Review 66, n.º 4 (octubre de 1995): 389. http://dx.doi.org/10.3828/tpr.66.4.fw11212h821642m7.

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39

Ko, Jang Wan. "Understanding of Knowledge in Career and Technical Education". Korean Association for Adult and Continuing Education 7, n.º 1 (30 de abril de 2016): 73–89. http://dx.doi.org/10.20512/kjace.2016.7.1.73.

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40

Bhuyan, Maneesha. "Perceived Effectiveness of Indigenous Technical Knowledge in Dairying". Journal of Extension Education 28, n.º 3 (16 de septiembre de 2012): 5703. http://dx.doi.org/10.26725/jee.2016.3.28.5703-5708.

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41

Bhan, Suraj, V. K. Bharti, Meetali, Deepshikha, Sandeep Bharti y Sanjay Bharti. "Impactful Indigenous Technical Knowledge (ITK) for sustainable agriculture". Journal of Soil and Water Conservation 15, n.º 4 (2016): 349. http://dx.doi.org/10.5958/2455-7145.2016.00023.0.

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42

Despres, Charles y Jean-Marie Hiltrop. "Compensation for Technical Professionals in the Knowledge Age". Research-Technology Management 39, n.º 5 (septiembre de 1996): 48–56. http://dx.doi.org/10.1080/08956308.1996.11671090.

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43

Bhargava, Vijay y Len Cimini. "Technical activities: Fostering the development of technological knowledge". IEEE Communications Magazine 50, n.º 6 (junio de 2012): 6–9. http://dx.doi.org/10.1109/mcom.2012.6211476.

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44

Sokol, D. D. y K. W. Stiegert. "EXPORTING KNOWLEDGE THROUGH TECHNICAL ASSISTANCE AND CAPACITY BUILDING". Journal of Competition Law and Economics 6, n.º 2 (1 de julio de 2009): 233–51. http://dx.doi.org/10.1093/joclec/nhp010.

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45

Kontos, J. "Knowledge Acquisition from Technical Texts using Attribute Grammars". Computer Journal 31, n.º 6 (1 de junio de 1988): 525–30. http://dx.doi.org/10.1093/comjnl/31.6.525.

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46

Howes, Michael. "The Uses of Indigenous Technical Knowledge in Development". IDS Bulletin 10, n.º 2 (22 de mayo de 2009): 12–23. http://dx.doi.org/10.1111/j.1759-5436.1979.mp10002003.x.

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47

Pugacheva, Natalya, Tatyana Kirillova, Olga Kirillova, Aleksandr Lunev y Oksana Pavlova. "Forming the Basic Mathematical Knowledge among Technical Students". International Journal of Emerging Technologies in Learning (iJET) 15, n.º 03 (18 de febrero de 2020): 34. http://dx.doi.org/10.3991/ijet.v15i03.11686.

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Mathematical knowledge plays a system-forming role in education. The aim of this paper is to find out the didactic features of mathematical knowledge formation. The study involved 50 professors, 300 students. The criteria of mathematical knowledge acquisition include reliability, autonomy, and stability. The main study objectives are as follows. First, to clarify and scientifically substantiate special functions of mathematical knowledge in the process of engineering activity (bijection, formalization, relativity, and robustness). Second, to determine the formation of academic and applied mathematical knowledge. Technical knowledge can be applied using the special functions of mathematical knowledge. For example, in the form of mathematical models, or in a stable mathematical component in the professional outlook. The academic mathematical knowledge is focused on the systematic integrity of purpose, content, forms, methods and means of education. Along with transdisciplinary holistic worldview formation. Applied mathematical knowledge is focused on integration of teaching, educating, developing functions of education to acquire common cultural and professional competences. In modern conditions of rapid computerization, the opportunities to use mathematical analysis and modeling are increasing. However, basic mathematical knowledge is needed to assess the reliability of computer solutions.

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48

Halevy, Alon. "Technical Perspective: Building knowledge bases from messy data". Communications of the ACM 60, n.º 5 (24 de abril de 2017): 92. http://dx.doi.org/10.1145/3060584.

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49

Hordern, Jim. "Management studies educational knowledge: technical, elite or political?" Teaching in Higher Education 19, n.º 4 (6 de enero de 2014): 385–96. http://dx.doi.org/10.1080/13562517.2013.860112.

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50

Seitoh, Takashi. "Lectures to Extend Engineers' Technical Knowledge : Company Forum". Journal of the Society of Mechanical Engineers 98, n.º 923 (1995): 828–30. http://dx.doi.org/10.1299/jsmemag.98.923_828.

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