Differences in sharing knowledge interpersonally and via databases: The role of evaluation apprehension and perceived benefits

Knowledge sharing is an essential component of effective knowledge management. However, evaluation apprehension, or the fear that your work may be critiqued, can inhibit knowledge sharing. Using the general framework of social exchange theory, we examined the effects of evaluation apprehension and perceived benefit of knowledge sharing ( such as enhanced reputation) on employees' knowledge sharing intentions in two contexts: interpersonal (i.e., by direct contact between two employees) and database (i.e., via repositories). Evaluation apprehension was negatively associated with knowledge sharing intentions in both contexts while perceived bene. it was only positively associated with knowledge sharing intentions in the database context. Moreover, compared to the interpersonal context, evaluation apprehension was higher and knowledge sharing lower in the database context. Finally, the negative effects of evaluation apprehension upon knowledge sharing intentions were worse when perceived benefits were low compared to when perceived benefits were high.

HLA and Genomewide Allele Sharing in Dizygotic Twins

Gametic selection during fertilization or the effects of specific genotypes on the viability of embryos may cause a skewed transmission of chromosomes to surviving offspring. A recent analysis of transmission distortion in humans reported significant excess sharing among full siblings. Dizygotic (DZ) twin pairs are a special case of the simultaneous survival of two genotypes, and there have been reports of DZ pairs with excess allele sharing around the HLA locus, a candidate locus for embryo survival. We performed an allele-sharing study of 1,592 DZ twin pairs from two independent Australian cohorts, of which 1,561 pairs were informative for linkage on chromosome 6. We also analyzed allele sharing in 336 DZ twin pairs from The Netherlands. We found no evidence of excess allele sharing, either at the HLA locus or in the rest of the genome. In contrast, we found evidence of a small but significant (P = .003 for the Australian sample) genomewide deficit in the proportion of two alleles shared identical by descent among DZ twin pairs. We reconciled conflicting evidence in the literature for excess genomewide allele sharing by performing a simulation study that shows how undetected genotyping errors can lead to an apparent deficit or excess of allele sharing among sibling pairs, dependent on whether parental genotypes are known. Our results imply that gene-mapping studies based on affected sibling pairs that include DZ pairs will not suffer from false-positive results due to loci involved in embryo survival.

The open secret: Hiding and revealing sexuality in the roman de moeurs (1880-1905)

Beginning with the sole literary text that does figure at any length in the first volume of Foucault's history--Diderot's Les Bijoux indiscrets, which dates from 1748--Cryle examines some semiotic routines involved in that telling of secrets, and to understand more about scientia sexualis through its literary development. He tries to show that narratives of the time tended to gather the mysterious, the unknown, and the generally inscrutable in the same functional place, holding them close to a thematics of the sexual. And returns to eighteenth-century texts from time to time in order to mark this as a fundamental shift in the literary constitution of sexual knowledge.

Transformational leadership within virtual teams: Examining the mediating influence of trust and role clarity for performance and knowledge sharing

Virtual teams differ from tradidonal, co-located teams in that they primarily communicate via informadon technolog}' such as email, video conferencing and web based coUaboradve environments rather than in a face-to-face medium. There has been a lack of empirical research into the influence that leadership has within virtual teams upon key outcomes such as performance and knowledge sharing. This paper examines antecedents of knowledge sharing and performance, namely role clarit)' and trust in a team leader. We predicted that transformadonal leadership would posidvely influence both performance and knowledge sharing within virtual teams. We also h^'pothesised that trust in a leader and role clarit)' would mediate both the associadon between transformadonal leadership and performance as well as the associadon between transformadonal leadership and knowledge sharing within virtual teams. Data was collected from a public sector organisadon using virtual teams, Pardcipants responded to a self-report quesdonnaire. Supervisor radngs of performance and knowledge sharing were also obtained. In general we found support for a posidve reladonship between transformadonal leadership and performance and knowledge sharing within virtual teams. Using mediated muldple regression, we found support for the mediadng role of trust in the leader and role clarit}' between transformadonal leadership and performance and knowledge sharing. Implicadons of the results are provided.

Sharing Narratives Online: An international, self-organising curriculum in rural health

The aim of the Rural Medicine Rotation (RMR) at the University of Queensland (UQ) is to give all third year medical students exposure to and an understanding of, clinical practice in Australian rural or remote locations. A difficulty in achieving this is the relatively short period of student clinical placements, in only one or two rural or remote locations. A web-based Clinical Discussion Board (CDB) has been introduced to address this problem by allowing students at various rural sites to discuss their rural experiences and clinical issues with each other. The rationale is to encourage an understanding of the breadth and depth of rural medicine through peer-based learning. Students are required to submit a minimum of four contributions over the course of their six week rural placement. Analysis of student usage patterns shows that the majority of students exceeded the minimum submission criteria indicating motivation rather than compulsion to contribute to the CDB. There is clear evidence that contributing or responding to the CDB develops studentâ??s critical thinking skills by giving and receiving assistance from peers, challenging attitudes and beliefs and stimulating reflective thought. This is particularly evident in regard to issues involving ethics or clinical uncertainty, subject areas that are not in the medical undergraduate curriculum, yet are integral to real-world medical practice. The CDB has proved to be a successful way to understand the concerns and interests of third year medical students immersed in their RMR and also in demonstrating how technology can help address the challenge of supporting students across large geographical areas. We have recently broadened this approach by including students from the Rural Program at The Ohio State University College of Medicine. This important international exchange of ideas and approaches to learning is expected to broaden clinical training content and improve understanding of rural issues.

Performing traditional knowledge using a game engine: Communicating and sharing Australian Aboriginal knowledge practices

This paper challenges current practices in the use of digital media to communicate Australian Aboriginal knowledge practices in a learning context. It proposes that any digital representation of Aboriginal knowledge practices needs to examine the epistemology and ontology of these practices in order to design digital environments that effectively support and enable existing Aboriginal knowledge practices in the real world. Central to this is the essential task of any new digital representation of Aboriginal knowledge to resolve the conflict between database and narrative views of knowledge (L. Manovich, 2001). This is in order to provide a tool that complements rather than supplants direct experience of traditional knowledge practices (V. Hart, 2001). This paper concludes by reporting on the recent development of an advanced learning technology that addresses this.