The WIC Advisor: A Case Study in Medical Expert System Development

This project provides a good case study of expert system development with untrained experts over a short period of time. We describe the development of a working medical screening and diagnosis expert system for use at the Women, Infants and Children (WIC) clinics in Madison County, Illinois. The system was designed and implemented over the period of four months. A large number of knowledge acquisition techniques were employed, some of them customized in ways that greatly increased their effectiveness. This paper explores the development of THE WIC Advisor, from problem definition through expert system delivery. The knowledge acquisition methods used in creating The WIC Advisor comprise a beneficial case study of several traditional techniques. Protocol analysis, question/answer listing, knowledge acquisition room selection, prototyping, focused interviewing, multiple expert selection, direct questioning, audio-tape transcription, diving the domain, role-playing and teach back were employed [4,5]. Important factors in the success of this expert system were the selection of a limited diagnostic domain, the choice of multiple experts who worked well together, and our continuing efforts to make the experts feel comfortable with the technology and the process. The major benefits of the system include assisting clients between clinic visits, cataloging basic medical data, and providing consistent and verifiable informatio

Knowledge Acquisition and Structuring by Multiple Experts in a Group Support Systems Environment

This study addresses the impact of Group Decision Support Systems (GDSS) on expert system development by multiple Domain Experts. Current approaches to building expert systems rely heavily on knowledge acquisition and prototyping by a Knowledge Engineer working directly with the Domain Expert. Although the complexity of knowledge domains and new organizational approaches demand the involvement of multiple experts, standard procedures limit the ability of the Knowledge Engineer to work with more than one expert at a time. Group Decision Support Systems offer a networked computerized environment for group work activities, in which multiple experts may express their ideas concurrently and anonymously through the electronic channel. GDSS systems have been widely used in other applications to support idea generation, conflict management, and the organizing, prioritizing, and synthesizing of ideas. The effects of many group process and technical factors on GDSS have been widely studied and documented. A review of the literature on expert systems, GDSS, and GDSS in relation to expert systems was conducted. Knowledge gained from this review was applied in the construction of an exploratory research model intended to provide the necessary breadth to identify factors worthy of future, more statistically-based, investigation. Domain Experts represented by college students were charged with developing and prioritizing ideas for creating a pre-prototypical expert system. The treatment group worked in a GDSS environment with a facilitator; a control group worked with a facilitator but without the assistance of GDSS. Each group then exchanged facilitators and technology to address another real-life problem. Additional groups worked with GDSS over time, addressing both problems. Data were gathered, analyzed and discussed relating to group efficiency factors, group process factors, attitudinal factors, and product quality factors. Independent Knowledge Engineers and Domain Experts evaluated the validity and verifiability of the group products. Analysis focused on the effect of GDSS in facilitating the acquisition and structuring of ideas for expert systems by multiple Domain Experts

Knowledge Acquisition Using Group Support Systems

This paper reports on a project in which a group support system (GSS) equipped with a causal mapping facility was used to acquire knowledge from experts in seven European cities in order to understand the systemicity of risks which cities may face. The practical constraints demanded that participants’ experience and wisdom about the city risk environment was collected in a short period of time: three 1-day workshops. The acquisition of knowledge posed a number of important epistemological challenges which are explored in our discussion. The GSS was faced with the need to (1) facilitate sharing of knowledge with others, (2) manage the complexity of expert knowledge, (3) acknowledge the time demands on experts, (4) manage and merge multiple perspectives, and (5) acknowledge the subjectivity of knowledge in this domain. By discussing how the GSS process attended directly to these epistemological issues and to methodological considerations that linked to these issues, the paper contributes to a better understanding of the application of GSS for knowledge acquisition, particularly in comparison with other possible methods

The Effect Of Knowledge Management Systems On Absorptive Capacity: Findings From International Law Firms

This case study is engaged in examining the effects of knowledge management systems (KMS) on absorptive capacity (ACAP). Often regarded as the major source of innovation and firm competitive advantage, ACAP raises questions of how to value, assimilate and apply new knowledge. Based on a multiple case study design we specifically investigate KMS as antecedent of ACAP. We interviewed six experts employed in knowledge management functions at two different international law firms operating in the Asian-Pacific, American, and European legal market. The findings from our case study analysis demonstrate that KMS have a positive effect on ACAP, especially on knowledge acquisition and assimilation

Relationship between School Location and Secondary Technical Students’ Acquisition of Knowledge-Based Skills in Cross River and Imo States of Nigeria

This paper investigated the influence of school location on students’ acquisition of knowledge-based skills in selected secondary technical schools in Cross River and Imo States of Nigeria. The objective of the study was to ascertain the influence of location (urban and rural) of secondary technical schools on students’ acquisition of knowledge-based skills (creative thinking, innovation, ICT and entrepreneurship skills) in the two states. A correlation design was adopted for the study. The population constituted 1328 SS II students drawn from 11 secondary technical schools across the two states out of which a stratified random sample of 330 was identified. Two research questions and two corresponding hypotheses were formulated to guide the study. A twelve-item multiple choice Students’ Aptitude Test on Skills Acquisition (SATSA), validated by five experts in instruments construction, and was administered on the sample for data collection. Data were analyzed with One Sample Test and ANOVA to ascertain the relationship between school locations and students’ acquisition of knowledge-based skills in the identified knowledge-based skill subjects. The paper recommended that principals and teachers of secondary technical schools should sustain and improve the performance of students in the two states. It further recommended that further investigations be conducted to ascertain students’ acquisition of knowledge-based skills irrespective of school location

Expert recommendation via tensor factorization with regularizing hierarchical topical relationships

© Springer Nature Switzerland AG 2018. Knowledge acquisition and exchange are generally crucial yet costly for both businesses and individuals, especially when the knowledge concerns various areas. Question Answering Communities offer an opportunity for sharing knowledge at a low cost, where communities users, many of whom are domain experts, can potentially provide high-quality solutions to a given problem. In this paper, we propose a framework for finding experts across multiple collaborative networks. We employ the recent techniques of tree-guided learning (via tensor decomposition), and matrix factorization to explore user expertise from past voted posts. Tensor decomposition enables to leverage the latent expertise of users, and the posts and related tags help identify the related areas. The final result is an expertise score for every user on every knowledge area. We experiment on Stack Exchange Networks, a set of question answering websites on different topics with a huge group of users and posts. Experiments show our proposed approach produces steady and premium outputs

Meta-level argumentation framework for representing and reasoning about disagreement

The contribution of this thesis is to the field of Artificial Intelligence (AI), specifically to the sub-field called knowledge engineering. Knowledge engineering involves the computer representation and use of the knowledge and opinions of human experts.In real world controversies, disagreements can be treated as opportunities for exploring the beliefs and reasoning of experts via a process called argumentation. The central claim of this thesis is that a formal computer-based framework for argumentation is a useful solution to the problem of representing and reasoning with multiple conflicting viewpoints.The problem which this thesis addresses is how to represent arguments in domains in which there is controversy and disagreement between many relevant points of view. The reason that this is a problem is that most knowledge based systems are founded in logics, such as first order predicate logic, in which inconsistencies must be eliminated from a theory in order for meaningful inference to be possible from it.I argue that it is possible to devise an argumentation framework by describing one (FORA : Framework for Opposition and Reasoning about Arguments). FORA contains a language for representing the views of multiple experts who disagree or have differing opinions. FORA also contains a suite of software tools which can facilitate debate, exploration of multiple viewpoints, and construction and revision of knowledge bases which are challenged by opposing opinions or evidence.A fundamental part of this thesis is the claim that arguments are meta-level structures which describe the relationships between statements contained in knowledge bases. It is important to make a clear distinction between representations in knowledge bases (the object-level) and representations of the arguments implicit in knowledge bases (the meta-level). FORA has been developed to make this distinction clear and its main benefit is that the argument representations are independent of the object-level representation language. This is useful because it facilitates integration of arguments from multiple sources using different representation languages, and because it enables knowledge engineering decisions to be made about how to structure arguments and chains of reasoning, independently of object-level representation decisions.I argue that abstract argument representations are useful because they can facilitate a variety of knowledge engineering tasks. These include knowledge acquisition; automatic abstraction from existing formal knowledge bases; and construction, rerepresentation, evaluation and criticism of object-level knowledge bases. Examples of software tools contained within FORA are used to illustrate these uses of argumentation structures. The utility of a meta-level framework for argumentation, and FORA in particular, is demonstrated in terms of an important real world controversy concerning the health risks of a group of toxic compounds called aflatoxins

Content Validation of the Athletic Training Milestones: A Report from the Association for Athletic Training Education Research Network

The Athletic Training Milestones were developed as a comprehensive framework to assess athletic trainers\u27 knowledge, skill, and behavior acquisition across the continuum of athletic training practice. However, without established content validity, it is unclear whether the Athletic Training Milestones can be used effectively as a clinical evaluation and research tool to evaluate competence and performance across multiple users and sites. We conducted a highly conservative content validity index (CVI) with data from 12 content experts. Our findings revealed an extremely high overall scale CVI of 0.99, and CVI scores of the 28 individual subcompetency items assessed ranged from 0.83 to 1.00. For the athletic training profession to truly embrace competency-based evaluation and performance assessments, we need a highly valid and comprehensive instrument, such as the Athletic Training Milestones