Knowledge management in case-based reasoning

The Knowledge Engineering Review, 20(3): pp. 305-310.This commentary describes two core knowledge management approaches that applied case-based reasoning as a methodological foundation for organizational systems managing experience. These research projects illustrate the presence of knowledge management in case-based reasoning by focusing on the dualism between case-based reasoning and organizational approaches targeting knowledge management goals

Prosecutorial Discretion and Substantial Assistance: The Power and Authority of Judicial Review - \u3cem\u3eUnited States v. Wade\u3c/em\u3e

This Note analyzes the Wade case and argues that the Supreme Court correctly found that a district court can review any prosecutorial decision when it is based on an unconstitutional basis. First, the Note addresses the case history and background behind substantial assistance and the Guidelines. Second, it analyzes the reasoning of the Court: whether the ruling furthers the purpose of the Guidelines; whether protections under the Due Process Clause apply; whether the ruling is consistant with other holdings concerning analogous prosecutorial powers; and whether a threshold showing of unconstitutional bias is a necessary prerequisite before review. Third, it discusses the impact of Wade on future cases and the proposed changes to Guidelines

Examining Preservice Teachers\u27 Reasoning and Decision Making in Three Case-Based Approaches

The general purpose of this dissertation was to compare three general approaches (worked examples, faded worked examples, and case-based reasoning) to using cases to help preservice teachers advance in complex decision making or problem solving skills. Each approach has empirical studies demonstrating that it can lead to student learning (Jonassen, 1999). However, case-based reasoning and the other two approaches emerged from different traditions that imply different principles for the design of learning environments. Furthermore, no study has yet compared these approaches in terms of their relative effectiveness in improving preservice teachers\u27 reasoning and decision making related to teaching issues, including classroom management. To that end, this dissertation was aimed at comparing the impact of these three case-based approaches on preservice teachers\u27 reasoning and decision making related to classroom management. This dissertation is presented in nontraditional dissertation format as approved by the Department of Curriculum and Instruction, Iowa State University. It involves three publishable journal articles that would represent Chapter 2, 3 and 4 respectively, along with general introduction and conclusion chapters. The first paper presented a review of literature on the use of cases in teacher education to examine and foster preservice teachers\u27 reasoning and decision making. Comparative examination of the 20 studies in terms of their theoretical and methodological implications for the use of cases to examine or enhance preservice teachers\u27 reasoning and decision making revealed that (a) Students need considerable instructional guidance to effectively use cases and to develop the cognitive and motivational skills to process cases effectively, (b) Changing student conceptions/beliefs about effective teaching and decision-making is a developmental process that occurs over considerable time, and (c) If cases are to be integrated into a teacher education program effectively, their use probably needs to be integrated across multiple experiences within courses and across the sequence of courses in the program. The second paper presented a study which compared the impact of three types of case-based methods (worked example, faded worked example, and case-based reasoning) on preservice teachers\u27 (n=71) learning and decision making about classroom management. In addition to pre-post performance data, a set of individual difference variables and decision-related measures were used to examine the relative impact of each case method on students\u27 interaction with decision tasks and whether decision related measures were associated with the differences in student characteristics. The pre-posttests results did not show a pattern of increased correct performance on the posttest. Additionally, students\u27 interaction with decision tasks did not change as a function of treatment. Furthermore, the relationships between individual differences and decision-related measures were consistent with the existing literature. Overall, the results suggested that students had some established beliefs about classroom management and this short terms intervention was not successful on changing their beliefs or prior conceptions. Finally, the third paper presented a study which focused on analyzing students\u27 open ended responses to classroom management problems presented before, during, and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and selected in decision tasks or the number of reasons students used to justify their decisions. However, the worked example group, compared to the case-based reasoning and faded worked example groups, consistently performed better on analyzing cases and solving problem cases related to classroom management. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation

Foreign entry mode strategies : the case of Portuguese SMEs in the IT-Industry

This thesis is a study of foreign entry mode decisions of SMEs through the case of Portuguese firms operating within the IT sector. With the growing interest in international business there has been an extensive research focus towards international business issues where foreign entry mode decisions is a core element. However, the literature is dominated of theories developed prior to the existence and growth of the IT industry and in addition many of the theories are focused towards MNEs rather than SMEs. As a consequence, the aim is therefore to assess how these firms’ foreign entry strategies and underlying reasoning relate to the most prominent existing literature within the field. It is provided a comprehensive literature review that distinguishes between two different perspectives: an economic rooted perspective versus a behavioral approach. In addition, a few more modern and fragmented theories explaining firms’ internationalization process is presented. Based on the literature review it is presented a set of different internal and external factors that potentially affect firms when making decisions regarding foreign entry mode strategies. Furthermore, the research question is studied through a qualitative research design in the form of a case study involving two Portuguese IT-firms, Novabase and Xpand IT. The majority of the data is derived through interviews with top executives and managers within both firms. Based on analysis of the empirical data it is found that even though the two firms are following a fairly similar internationalization strategy the reasoning behind their decisions is highly different. While the one firm emphasize on reasoning rooted in the economics perspective it is found that the other firm relates more to the behavioral approach. Hence, difficulties in achieving findings that could be generalized arose