Regulatory reporting across multiple jurisdictions is a significant cost for financial services organizations, due to a lack of systems integration (often with legacy systems) and no agreed industry data standards. This article describes the design and development of a novel ontology‐based framework to illustrate how ontologies can interface with distributed data sources. The framework is then tested using a survey instrument and an integrated research model of user satisfaction and technology acceptance. A description is provided of extensions to an industry standard ontology, specifically the Financial Industry Business Ontology (FIBO), towards enabling greater data interchange. Our results reveal a significant reduction in manual processes, increase in data quality, and improved data aggregation by employing the framework. The research model reveals the range of factors that drive acceptance of the framework. Additional interview evidence reveals that the ontological framework also allows organizations to react to regulatory changes with much‐improved timeframes and provides opportunities to test for data quality.

Summary:In this paperwe have investigated the possibilities of application of a form of innovative teaching method drawing on the holistic and comparative approaches, and the need for its further expansion through new learning technologies.The proposed solution gives some answers to the questions of preservation, transposition and improvement of traditional and modern methodology of teaching mathematics.The method was tested during three school years. The subjects in this research were students in the age group from the first to the fourth year of the Secondary Technical PTT School in Belgrade, belonging to all the educational profiles, i.e. classes with different annual mathematics classloads; 11 classes took part, with 308 surveyed students in total.The experimental method was combined with systematic non-experimental research. As regards the research techniques, the questionnaire was applied as a system of closed-ended questions with a view to measuring the presence of defined indicators in the realized classes. The questions in the questionnaire had to be answered in writing. Assessment scales were created for the students' evaluation sheets.In this paper we intended to show how the student is guided and instructed to overcome all the obstacles in mathematics, gradually, and not how to understand everything easily with no effort.In line with our intentions and expectations, we can conclude that only an individualized and yet comprehensive approach to each student as subject at the centre of the teaching process, and their learning through participation -can enable the student to acquire knowledge at their own 1 This paper is an extension version of research article published as: Olivera T. By analysing the relevant literature dealing with improving teaching methodology, we can conclude that: the cyclical nature of theory, practice and experiment, as well as the fact that different mathematical questions bring about yet new ones, leave space for further research into the comparative methods of teaching mathematics, and not only mathematics. The power of mathematics is in its idea. As a result mathematics, as a concept, takes us wherever we want to go.