Towards a semiotic approach to practice-oriented knowledge transfer

With the rapid growth of information and technology, knowledge is a valuable asset in organisation which has become significant as a strategic resource. Many studies have focused on managing knowledge in organisations. In particular, knowledge transfer has become a significant issue concerned with the movement of knowledge across organisational boundaries. It enables the exploitation and application of existing knowledge for other organisations, reducing the time of creating knowledge, and minimising the cost of organisational learning. One way to capture knowledge in a transferrable form is through practice. In this paper, we discuss how organisations can transfer knowledge through practice effectively and propose a model for a semiotic approach to practice-oriented knowledge transfer. In this model, practice is treated as a sign that represents knowledge, and its localisation is analysed as a semiotic process.

Representing the acquisition and use of energy by individuals in agent-based models of animal populations

Summary 1. Agent-based models (ABMs) are widely used to predict how populations respond to changing environments. As the availability of food varies in space and time, individuals should have their own energy budgets, but there is no consensus as to how these should be modelled. Here, we use knowledge of physiological ecology to identify major issues confronting the modeller and to make recommendations about how energy budgets for use in ABMs should be constructed. 2. Our proposal is that modelled animals forage as necessary to supply their energy needs for maintenance, growth and reproduction. If there is sufficient energy intake, an animal allocates the energy obtained in the order: maintenance, growth, reproduction, energy storage, until its energy stores reach an optimal level. If there is a shortfall, the priorities for maintenance and growth/reproduction remain the same until reserves fall to a critical threshold below which all are allocated to maintenance. Rates of ingestion and allocation depend on body mass and temperature. We make suggestions for how each of these processes should be modelled mathematically. 3. Mortality rates vary with body mass and temperature according to known relationships, and these can be used to obtain estimates of background mortality rate. 4. If parameter values cannot be obtained directly, then values may provisionally be obtained by parameter borrowing, pattern-oriented modelling, artificial evolution or from allometric equations. 5. The development of ABMs incorporating individual energy budgets is essential for realistic modelling of populations affected by food availability. Such ABMs are already being used to guide conservation planning of nature reserves and shell fisheries, to assess environmental impacts of building proposals including wind farms and highways and to assess the effects on nontarget organisms of chemicals for the control of agricultural pests. Keywords: bioenergetics; energy budget; individual-based models; population dynamics.

Semiotic approach to a practice-oriented knowledge transfer

Knowledge is a valuable asset in organisations that has become significant as a strategic resource in the information age. Many studies have focused on managing knowledge in organisations. In particular, knowledge transfer has become a significant issue concerned with the movement of knowledge across organisational boundaries. One way to capture knowledge in a transferrable form is through practice. In this paper, we discuss how organisations can transfer knowledge through practice effectively and propose a model for a semiotic approach to practice-oriented knowledge transfer. In this model, practice is treated as a sign that represents knowledge, and its localisation is analysed as a semiotic process.

Knowledge Interfaces and Practices of Negotiation: Cases from a Women's Group in Bolivia and an Oil Refinery in Wales

This chapter examines encounters between international institutions that frame their objectives through a global policy language, and people whose lives are the focus for change heralded by these institutions. It explores how a global policy language, which seeks consensus and equality, can be at odds with local understandings, conflict and intentions.

Social development as knowledge building: research as a sphere of policy influence

The value of using social development knowledge as a tool for building development policy was promoted by the British Department for International Development in the late 1990s. This article takes the case of a capacity building initiative that sought to build social development knowledge as a resource for policy formulation in 'southern' countries. Situating knowledge as a development resource presents difficulties for intervention processes that have historically developed to provide access to economic and social assets. This article highlights some of the issues involved in trying to build social development capacity and questions the suitability of this style of intervention. Inappropriate and short-term support for knowledge capacity building carries the danger that the traditional separation between the academic and practice spheres will be reinforced, making the process of democratising knowledge more difficult.

Developing construction professional services in the international market: SWOT analysis of China

Construction professional services (CPSs), such as architecture, engineering, and consultancy, are not only high value-added profit centers in their own right but also have a knock-on effect on other businesses, such as construction and the export of materials and machinery. Arguably, competition in the international construction market has shifted to these knowledge-intensive CPS areas. Yet CPSs represent a research frontier that has received scant attention. This research aims to enrich the body of knowledge on CPSs by examining strengths, weaknesses, opportunities, and threats (SWOT) of Chinese CPSs (CCPSs) in the international context. It does so by triangulating theories with quantitative and qualitative data gleaned from yearbooks, annual reports, interviews, seminars, and interactions with managers in major CCPS companies. It is found that CCPSs present both strengths and weaknesses in talents, administration systems, and development strategies in dealing with the external opportunities and threats brought about by globalization and market evolution. Low price, which has helped the Chinese construction business to succeed in the international market, is also a major CCPS strength. An opportunity for CCPSs is the relatively strong delivery capability possessed by Chinese contractors; by partnering with them CCPSs can better establish themselves in the international arena. This is probably the first ever comprehensive study on the performance of CCPSs in the international marketplace. The research is conducted at an opportune time, particularly when the world is witnessing the burgeoning force of Chinese businesses in many areas including manufacturing, construction, and, potentially, professional services. It adds new insights to the knowledge body of CPSs and provides valuable references to other countries faced with the challenge of developing CPS business efficiently in the international market.

Clitic-doubled left dislocation and focus fronting in L2 Spanish: a case of successful acquisition at the syntax-discourse interface

This experimental study tests the Interface Hypothesis by looking into processes at the syntax– discourse interface, teasing apart acquisition of syntactic, semantic and discourse knowledge. Adopting López’s (2009) pragmatic features [±a(naphor)] and [±c(ontrast)], which in combination account for the constructions of dislocation and fronting, we tested clitic left dislocation and fronted focus in the comprehension of English native speakers learning Spanish. Furthermore, we tested knowledge of an additional semantic property: the relationship between the discourse anaphor and the antecedent in clitic left dislocation (CLLD). This relationship is free: it can be subset, superset, part/whole. Syntactic knowledge of clitics was a condition for inclusion in the main test. Our findings indicate that all learners are sensitive to the semantic constraints. While the near-native speakers display native-like discourse knowledge, the advanced speakers demonstrated some discourse knowledge, and intermediate learners did not display any discourse knowledge. The findings support as well as challenge the Interface Hypothesis.

Linguistic interfaces and language acquisition in childhood: introduction to the special issue

Much contemporary L1 acquisition theory and empirical research are guided by the hypothesis that acquisition delays in children are often related to the integration of information across grammatical and other cognitive modules, such as syntax and discourse-pragmatics (see e.g., Grinstead, 2010). This special issue brings together cutting edge research from all relevant paradigms addressing interface issues in child language acquisition and provides a platform for the study of the interaction between different levels of linguistic knowledge. In this introduction, we present the reader with the tools needed to best understand the contributions of the individual studies and what they bring to bear on larger theoretical questions as a collective.

The syntax-semantics of bare and definite plural subjects in the L2 Spanish of English natives

This study investigates the extent to which advanced native-English L2 learners of Spanish come to acquire restrictions on bare plural preverbal subjects in L2 Spanish (e.g. gatos “cats” vs. definite plurals such as los gatos “the cats”). It tests L2 knowledge of available semantic readings of bare plurals and definite plurals in Spanish, where [+specific] and [+generic] interpretations are syntactically represented differently from English. Assuming L1 transfer, and in view of a potential subset/superset relationship of the two grammars, the learning task in this domain is not a straightforward one. Target acquisition requires both grammatical expansion and retraction; Spanish definite plural subjects require the addition of an L1-unavailable [+generic] reading, while a loss of an L1-available [+generic] reading for preverbal subject bare plurals is required. The results and analysis show that advanced L2 learners of Spanish (English L1) can circumvent a superficial subset/superset learnability problem by means of feature resetting in line with the Nominal Mapping Parameter.

L1 acquisition across Portuguese dialects: modular and interdisciplinary interfaces as sources of explanation

This study investigates the child (L1) acquisition of properties at the interfaces of morpho-syntax, syntax-semantics and syntax-pragmatics, by focusing on inflected infinitives in European Portuguese (EP). Three child groups were tested, 6–7-year-olds, 9–10-year-olds and 11–12-year-olds, as well as an adult control group. The data demonstrate that children as young as 6 have knowledge of the morpho-syntactic properties of inflected infinitives, although they seem at first glance to show partially insufficient knowledge of their syntax–semantic interface properties (i.e. non-obligatory control properties), differently from children aged 9 and older, who show clearer evidence of knowledge of both types of properties. However, in general, both morpho-syntactic and syntax–semantics interface properties are also accessible to 6–7-year-old children, although these children give preference to a range of interpretations partially different from the adults; in certain cases, they may not appeal to certain pragmatic inferences that permit additional interpretations to adults and older children. Crucially, our data demonstrate that EP children master the two types of properties of inflected infinitives years before Brazilian Portuguese children do (Pires and Rothman, 2009a and Pires and Rothman, 2009b), reasons for and implications of which we discuss in detail.

(PDF, 406 KB) On L3 acquisition and phonological permeability: a new test case for debates on the mental representation of non-native phonological systems

The goal of this article is to make an epistemological and theoretical contribution to the nascent field of third language (L3) acquisition and show how examining L3 development can offer a unique view into longstanding debates within L2 acquisition theory. We offer the Phonological Permeability Hypothesis (PPH), which maintains that examining the development of an L3/Ln phonological system and its effects on a previously acquired L2 phonological system can inform contemporary debates regarding the mental constitution of postcritical period adult phonological acquisition. We discuss the predictions and functional significance of the PPH for adult SLA and multilingualism studies, detailing a methodology that examines the effects of acquiring Brazilian Portuguese on the Spanish phonological systems learned before and after the so-called critical period (i.e., comparing simultaneous versus successive adult English-Spanish bilinguals learning Brazilian Portuguese as an L3).

Poverty-of-the-stimulus and SLA epistemology: considering L2 knowledge of aspectual phrasal semantics

Coupling a review of previous studies on the acquisition of grammatical aspects undertaken from contrasting paradigmatic views of second language acquisition (SLA) with new experimental data from L2 Portuguese, the present study contributes to this specific literature as well as general debates in L2 epistemology. We tested 31 adult English learners of L2 Portuguese across three experiments, examining the extent to which they had acquired the syntax and (subtle) semantics of grammatical aspect. Demonstrating that many individuals acquired target knowledge of what we contend is a poverty-of-the-stimulus semantic entailment related to the checking of aspectual features encoded in Portuguese preterit and imperfect morphology, namely, a [±accidental] distinction that obtains in a restricted subset of contexts, we conclude that UG-based approaches to SLA are in a better position to tap and gauge underlying morphosyntactic competence, since based on independent theoretical linguistic descriptions, they make falsifiable predictions that are amenable to empirical scrutiny, seek to describe and explain beyond performance, and can account for L2 convergence on poverty-of-the-stimulus knowledge as well as L2 variability/optionality.

Interface vulnerability and knowledge of the subjunctive/indicative distinction with negated epistemic predicates in L2 Spanish.

Much recent research in SLA is guided by the hypothesis of L2 interface vulnerability (see Sorace 2005). This study contributes to this general project by examining the acquisition of two classes of subjunctive complement clauses in L2 Spanish: subjunctive complements of volitional predicates (purely syntactic) and subjunctive vs. indicative complements with negated epistemic matrix predicates, where the mood distinction is discourse dependent (thus involving the syntax-discourse interface). We provide an analysis of the volitional subjunctive in English and Spanish, suggesting that English learners of L2 Spanish need to access the functional projection Mood P and an uninterpretable modal feature on the Force head available to them from their formal English register grammar, and simultaneously must unacquire the structure of English for-to clauses. For negated epistemic predicates, our analysis maintains that they need to revalue the modal feature on the Force head from uninterpretable to interpretable, within the L2 grammar.With others (e.g. Borgonovo & Prévost 2003; Borgonovo, Bruhn de Garavito & Prévost 2005) and in line with Sorace's (2000, 2003, 2005) notion of interface vulnerability, we maintain that the latter case is more difficult for L2 learners, which is borne out in the data we present. However, the data also show that the indicative/subjunctive distinction with negated epistemics can be acquired by advanced stages of acquisition, questioning the notion of obligatory residual optionality for all properties which require the integration of syntactic and discourse information.