Social tagging, as a particular type of indexing, has thrown into question the nature of indexing. Is it a democratic process? Can we all benefit from user-created tags? What about the value added by professionals? Employing an evolving framework analysis, this paper addresses the question: what is next for indexing? Comparing social tagging and subject cataloguing; this paper identifies the points of similarity and difference that obtain between these two kinds of information organization frameworks. The subsequent comparative analysis of the parts of these frameworks points to the nature of indexing as an authored, personal, situational, and referential act, where differences in discursive placement divide these two species. Furthermore, this act is contingent on implicit and explicit understanding of purpose and tools available. This analysis allows us to outline desiderata for the next steps in indexing.

Social tagging, as a particular type of indexing, has thrown into question the nature of indexing. Is it a democratic process? Can we all benefit from user-created tags? What about the value added by professionals? Employing an evolving framework analysis, this paper addresses the question: what is next for indexing? Comparing social tagging and subject cataloguing; this paper identifies the points of similarity and difference that obtain between these two kinds of information organization frameworks. The subsequent comparative analysis of the parts of these frameworks points to the nature of indexing as an authored, personal, situational, and referential act, where differences in discursive placement divide these two species. Furthermore, this act is contingent on implicit and explicit understanding of purpose and tools available. This analysis allows us to outline desiderata for the next steps in indexing.

Bakgrund: HIV är ett globalt problem med cirka 30-36 miljoner människor som har sjukdomen. Generellt har människor med HIV-smitta sämre hälsa och känsla av sammanhang, behovet av information har hälsorelaterad påverkan på patienter. Syfte: Syftet är att beskriva sjuksköterskans kunskap och dess betydelse i vården av patienter med HIV-smitta. Metod: Studien består av en litteraturöversikt innehållande tretton artiklar med såväl kvantitativ som kvalitativ ansats. Resultat: Sjuksköterskor har viljan och anser att de behöver lära sig mer om sjukdomen. Positiva attityder gentemot patienter hör samman med bättre kunskap. Utbildning om HIV minskar rädsla och ger sjuksköterskor större förståelse för diskriminering och stigmatisering. Slutsats: Kunskapen hos sjuksköterskor har betydelse i vården av patienter med HIV-smitta, den visar sig i attityder och ställningstaganden samt rädsla och stigma. Kunskapen minskar rädslan hos sjuksköterskor, vilket leder till en god vård för patienterna. Sjuksköterskors medvetenhet om att beteenden påverkar stigmatisering gör att hälsan sannolikt ökar hos patienterna. / Background: HIV is a global problem, about 30-36 million people have the disease. Generally, people with HIV infection have worse health and sense of coherence, the need for information has health-related effects on patients. Purpose: The purpose is to describe nurses' knowledge and its importance in the care of patients with HIV infection. Method: The study consists of a literature review with thirteen articles of both quantitative and qualitative approach. Results: Nurses have the will and believe they need to learn more about the disease. Positive attitudes towards patients are associated with better knowledge. Education about HIV reduces fear and gives nurses greater understanding of discrimination and stigmatization. Conclusion: The knowledge of nurses is important in the care of patients with HIV infection; it manifests itself in attitudes and positions, as well as fear and stigma. Knowledge reduces the fear of nurses, leading to good health care for patients. The nurse's awareness that behavior affects stigma means that health is likely to increase in the patients.

Objective: The primary goal of this study is to understand what factors contribute to teachers and administrators involved in these projects viewing the YSS feedback reports as effective and useable in order to continue improving the design and content of the reports to encourage knowledge utilization and integration at the school level. Methods: This study employed a mixed methods approach that included both qualitative and quantitative methods of data analysis. Specifically this study employed a concurrent nested design wherein quantitative data analysis was performed concurrently within a predominantly qualitative study. The qualitative portion consisted of telephone interviews with YSS participants that had viewed their School Profile. The quantitative portion was a secondary data analysis that examined the relationship between a downloading behaviour outcome and various school characteristics and contextual factors. Results: Of the 57 eligible participants that were identified from the 2010-11 YSS sample, 8 participated in telephone interviews; in the quantitative analysis data from 448 of the schools that participated in the 2010-11 YSS were used. Overall interview respondents rated the School Profile as a valuable and utile KTA tool for them and their school communities. Aspects of the profile that contributed to its value were the tailored and quantitative information it provides; the clarity and readability of its design; the ease of accessing and sharing the profile in an electronic format; and the broad range of health topics covered in the Profile. Participants were also asked to discuss their use and sharing of the profile with almost all respondents indicating that they had shared the profile within their school and/or community. Instrumental and conceptual knowledge use were the most common forms described by participants. Participants also commonly expressed a desire for more resources to support the continued use and uptake of the Profile in their school and community. The quantitative analysis revealed a statistical relationship between location in certain provinces and downloading behaviour but no other predictor variables proved significant in the full logistic model. Conclusion: The findings have contributed to understanding what facets of the School Profile contribute to its value as perceived by the individuals using it and point to a few avenues of further investigation regarding the Profile and its function within the YSS. The positive response by interview participants indicates that the Profile in its current state is a valuable and useful tool, however the use of additional strategies to support its uptake and utilization could be improved. The findings that location in certain provinces, some of which have collaborative projects with the YSS, may influence Profile downloading and health outcomes within schools is a potentially important avenue for further investigation and refinement of YSS KE systems.

Doctor of Philosophy / Tacit knowledge represents a challenge to knowledge elicitation due to the assumption that this type of knowledge cannot be articulated. We argue that Polanyi's (1966:4) widely cited notion that “we know more than we can tell” represents a weak model of language that does not acknowledge the grammatical patterns in spoken discourse that we, as speakers, apply tacitly. We investigate the hypothesis that individuals articulate what they know through grammatical patterns, referred to as under-representation, without direct awareness. This thesis develops and pilots a grammar-targeted interview method aimed at unpacking specific grammatical features that occur in spoken discourse. The model of language from which these features are derived is Systemic Functional Linguistics. We report findings from three empirical studies of tacit knowledge in corporate organisations where we used the grammar-targeted interview technique to elicit tacit knowledge in the areas of knowledge management, requirements analysis and performance reviews. We compare this interview method with a content-targeted approach. The results show that the grammar-targeted technique produces less under-represented discourse thus allowing tacit knowledge held by the interviewees to be made visible. Based on the linguistic analyses undertaken in these field studies we propose that Polanyi’s expression “we know more than we tell” be reformulated to “we tell more than we realise we know”.

No description available.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (Th. M.)--Westminster Theological Seminary, 1990. / Includes bibliographical references (leaves 67-69).

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [218]-224).

Thesis (PhD) -- AUT University, 2008. / Includes bibliographical references. Also held in print (2 v. leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 306.42 GRE)