External Publications

6 publications | cashew

Publications | Visit External Site for Details

Norton, B., Pedrinaci, C., Henocque, L. and Kleiner, M. (2008) 3-Level Behavioural Models for Semantic Web Services, International Transactions on Systems Science and Applications, 4, 4, pp. 340-355

Norton, B. and Pedrinaci, C. (2006) 3-Level Service Composition and Cashew: A Model for Orchestration and Choreography in Semantic Web Services, Workshop: 2nd International Workshop on Agents, Web Services and Ontologies Merging (AWeSOMe'06) at OnTheMove Federated Conferences (OTM'06), Montpelier, FR

Norton, B. (2005) Experiences with OWL-S, Directions for Service Composition: The Cashew Position, Workshop: OWL: Experiences and Directions, Galway, Ireland

Norton, B., Foster, S. and Hughes, A. (2005) A Compositional Operational Semantics for OWL-S, Workshop: 2nd International Workshop on Web Services and Formal Methods (WS-FM 2005), Versailles, France Formal Techniques for Computer Systems and Business Processes, eds. Mario Bravetti, Leila Kloul, Gianluigi Zavattaro, LNCS 3670, pp. 303-317, Springer

Norton, B. (2005) Behavioural Types for Synchronous Software Composition, Workshop: Workshop on Foundation of Interface Technologies (FIT 2005), San Francisco, US

Norton, B., Luttgen, G. and Mendler, M. (2003) A Compositional Semantic Theory for Synchronous Component-Based Design, 14th International Conference on Concurrency Theory (CONCUR'03), Marseilles, France CONCUR 2003 - Concurrency Theory, eds. Roberto Amadio, Denis Lugiez, LNCS 2761, pp. 461-476, Springer

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Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web

Journal | 25 years of knowledge acquisition

Future Internet

Knowledge
Management Multimedia &
Information Systems Narrative
Hypermedia New Media Systems Semantic Web &
Knowledge Services

Knowledge Management is...

Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.