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Table 5.16, shows that in all the schools the overwhelming majority of pupils had used the hardware commonly available to pupils in schools. As availability declined, fewer pupils indicated that they had used it. This suggests that many pupils were dependent on the availability of hardware in schools for their experience of it. As in question 5, responses to this question also indicated whether pupils could recognise the terminology used. No response could indicate that the hardware had not been used, or that pupils did not have sufficient technical knowledge to identify what they had used. For example, in all the schools, the most common type of computer used by pupils, if not the only type, was the desk top computer. All those
2001
Table 1. Barriers to knowledge sharing and knowledge management
"... In PAGE 4: ... Typical barriers faced within this context This paper identifies and categorises general inter and intra-organisational knowledge barriers using to the TOP (Technology, Organisation, People) socio-technical systems classification [10]. Table1 shows the barriers listed by category and a brief description of each follows. Technology Organisation People Existing resources Available technology Rewards Legacy systems Culture Targeting Internal resistance Costs Self interest Proprietary knowledge Trust Distance Risk ... ..."
Table I lists the five stocks traded in the imperfect evolu- tionary market. Details of the 20 technical indicators are given in Table II. As discussed in Sections I and II, an imperfect environment constantly evolves and changes. Environmental variables that form an imperfect environment change when new information and knowledge are introduced or discovered. When new technical indicators are introduced into the simu- lated stock market, in the form of new environmental variables, the problem observational space of the artificial stock traders expands. The absorption and dissemination of new information
Table 1: Example Checklist of Product Line Stakeholders Stakeholder Example of Information Provided Architects Technical feasibility of requirements Customers Product features, expected qualities Domain experts Knowledge of recurring domain problems, known solutions, and future needs End users Typical usage scenarios
in NO WARRANTY
2003
Table 3: Taxonomic Knowledge
1998
"... In PAGE 5: ... Again, before focusing on their technical details, let us give some illustrating examples. Let B = fA; B; Cg and let KB = TKB [ PKB, where TKB is given by Table3 , left side, and PKB is given by the conjunctive events A, B, and C in Table 3, right side, and by the bounds in Table 4. We easily verify that all KB in (f) to (k) are coherent and consistent.... In PAGE 5: ... Again, before focusing on their technical details, let us give some illustrating examples. Let B = fA; B; Cg and let KB = TKB [ PKB, where TKB is given by Table 3, left side, and PKB is given by the conjunctive events A, B, and C in Table3 , right side, and by the bounds in Table 4. We easily verify that all KB in (f) to (k) are coherent and consistent.... ..."
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Table 1 Summary of knowledge sharing factors
2005
"... In PAGE 3: ... Ruggles [20] found that the important impediments for knowledge sharing include culture (54%), organizational structure (28%), infor- mation communication technology (22%), incentive system (19%), and staff turnover (8%), by investigating 431 US and European organizations. To explore multiple factors impacting knowledge sharing, we categorize these factors into three dimensions based on Lee and Suliman [18] and four sub-dimensions at the organizational level based on the socio-technical view [21, 22] (see Table1 ). The socio-technical view is a method of con- sidering the organizational interrelatedness of the social and technological subsystems [22].... ..."
Table 1. General elements of a Minimal Activity Plan
"... In PAGE 3: ... Such a framework simplifies the integration in technical Knowledge Management Systems and also supports the user by providing a persistent structure. The framework we propose in Table1 is build on several already existing approaches to describe individual as well collaborative activities [2],[4],[5]. Table 1.... ..."
Table 9. Report Confidence Scoring Evaluation
2007
"... In PAGE 6: ...able 8. Remediation Level Scoring Evaluation ..........................................................................9 Table9 .... In PAGE 15: ... This metric also suggests the level of technical knowledge available to would-be attackers. The possible values for this metric are listed in Table9 . The more a vulnerability is validated by the vendor or other reputable sources, the higher the ... ..."
Table 2 Scientific and Technical Visualization I Curriculum Outline
"... In PAGE 5: ... Visualization Principles: - Identify and explain the application of description systems for space and time - Explain the fundamental concepts of shape description - Identify and explain visual properties of objects - Describe visual methods for representing data-driven visualizations - Describe visual methods for representing concept-driven visualizations 5. Apply 2-D and 3-D Visualization Techniques: - Design and evaluate a simple visualization - Produce computer-based concept visualization projects In the second year, the curriculum centers on 3-D graphics and image processing (See Table2 ). With a focus on applications rather than cognitive knowledge-based learning, students incorporate advanced visualization techniques that are used to enhance existing models.... ..."
Table 6.1 As shown in table 6.1 a vast majority of the haulage companies knew what a transport information system was. However, when asked what their definition of a TIS was, we more or less got the same answers with a few exceptions. Some gave more detailed and technical information, while others had a more general knowledge about TIS. Most of the companies knew that it had something to do with communication between the office and the trucks. A tool for fleet management was also a very common answer.
2004
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