Understanding audiences from industry sectors

knowledge exchange system couples case-based reasoning with ontologies to assist match-making between knowledge offers and knowledge demands in an interorganizational context. The desire for knowledge exchange between business entities has various causes. Consulting companies, for example, want

Currently computers are changing from single isolated devices to entry points into a world wide network of information exchange and business transactions called the World Wide Web (WWW). Therefore support in the exchange of data, information, and knowledge exchange is becoming the key issue

microeconomic foundation. The main purpose of this paper is to illustrate the exchange of knowledge as well as its consequences on agglomerative activity in a general-equilibrium search-theoretic framework. Agents, possessing differentiated types of knowledge, search for partners to exchange ideas and create

active proposals for the adoption of a We believe that a knowledge exchange language (KEL) should be able to support informality. By this we mean the presence of knowledge structures for which the KEL definition specifies no semantics. Such structures are intended to be interpretable only by humans

While knowledge is viewed by many as an asset, it is often difficult to locate particular items within a large electronic corpus. This paper presents an agent based framework for the location of resources to resolve a specific query, and considers the associated design issue. Aspects of the work

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This paper explains involuntary unemployment in terms of the response of firms to workers ' group behavior. Workers ' effort depends upon the norms determining a fair day's work. In order to affect those norms, firms may pay more than the market-clearing wage. Industries that pay consistently more than the market-clearing wage are primary, and those that pay only the market-clearing wage are secondary. Thus, this paper also gives a theory for division of labor markets between primary and sec-ondary. I.

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, knowledge content has been processed by the students. In this chapter we offer a suggestion for how to escape the pattern of reinventing the familiar with educational technology. Knowledge-building discourse is at the heart of the superior education that we have in mind. We argue that the classroom needs