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Dissertations / Theses on the topic 'Expert problem'

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Published: 4 June 2021
Last updated: 7 February 2022

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1

Zermeño, Vallés Luis G. (Luis Guillermo). "Essays on the principal-expert problem." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/72843.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Economics, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 132-136).
This dissertation studies the problem of motivating an expert to help a principal take a decision. The first chapter examines a principal-expert model in which the only source of friction is that the expert must be induced to acquire non-verifiable information relevant for the principal's decision. I show that contracts that specify a single transfer scheme are strictly dominated by contracts that specify a menu of transfer schemes from which the expert can choose. Optimal menu contracts often induce inefficient decision-making. Indeed., in environments where decisions affect the amount of information that is revealed ex-post. distorting decision-making in favor of decisions that reveal more information can help to provide better incentives for information acquisition. Without menus, there is an additional reason to distort decision-making. In this case, distorting decision-making is almost always optimal, and the distortions can favor decision that reveal less information ex-post. The second chapter studies the role of authority in a more general version of the principal-expert model studied in chapter 1. Contracts specify a menu of transfer schemes from which the expert can choose. I consider three possible allocations of authority: 1) Full-commitment, under which the expert's choice from the menu also determines the decision to be taken. 2) Expert-authority, under which the expert can ultimately take any decision. 3) Principalauthority, under which the principal can ultimately take any decision. I provide conditions under which any Pareto-optimal outcome implementable under full-commitment can also be implemented when either one of the parties has authority. The third chapter analyzes what happens if the expert is not motivated through a contract, but through his concern about his reputation. The expert can be a charlatan (and have no relevant information) or informed, and he privately knows his type. The principal makes inference about the expert's type based on the expert's report and on the outcome of the decision. I show that the expert's concern about his reputation coarsens the information that he can credibly transmit. As a result, decision-making is biased away from the status quo: the decision that the principal would take under the prior is taken too infrequently.
by Luis G. Zermeño Vallés.
Ph.D.
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2

Elson, John L. "Expert and novice performance in an industrial engineering scaled world simulation." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1067371218.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xi, 230 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Clark Mount-Campbell, Dept. of Industrial, Welding and Systems Engineering. Includes bibliographical references (p. 224-230).
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3

Ting, Song. "Expert vs. Novice: Problem Decomposition/Recomposition in Engineering Design." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3104.

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The purpose of this research was to investigate the differences of using problem decomposition and problem recomposition among dyads of engineering experts, dyads of engineering seniors, and dyads of engineering freshmen. Fifty participants took part in this study. Ten were engineering design experts, 20 were engineering seniors, and 20 were engineering freshmen. Participants worked in dyads to complete an engineering design challenge within an hour. The entire design process was video and audio recorded. After the design session, members participated in a group interview. This study used protocol analysis as the methodology. Video and audio data were transcribed, segmented, and coded. Two coding systems including the FBS ontology and “levels of the problem” were used in this study. A series of statistical techniques were used to analyze data. Interview data and participants’ design sketches also worked as supplemental data to help answer the research questions. By analyzing the quantitative and qualitative data, it was found that students used less problem decomposition and problem recomposoition than engineer experts in engineering design. This result implies that engineering education should place more importance on teaching problem decomposition and problem recomposition. Students were found to spend less cognitive effort when considering the problem as a whole and interactions between subsystems than engineer experts. In addition, students were also found to spend more cognitive effort when considering details of subsystems. These results showed that students tended to use dept-first decomposition and experts tended to use breadth-first decomposition in engineering design. The use of Function (F), Behavior (B), and Structure (S) among engineering experts, engineering seniors, and engineering freshmen was compared on three levels. Level 1 represents designers consider the problem as an integral whole, Level 2 represents designers consider interactions between subsystems, and Level 3 represents designers consider details of subsystems. The results showed that students used more S on Level 1 and 3 but they used less F on Level 1 than engineering experts. The results imply that engineering curriculum should improve the teaching of problem definition in engineering design because students need to understand the problem before solving it.
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4

Redmond, Michael Albert. "Learning by observing and understanding expert problem solving." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/9255.

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5

Pedersen, Susan Jane. "Cognitive modeling during problem-based learning : the effects of a hypermedia expert tool /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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6

Azevedo, Roger. "Expert problem solving in mammogram interpretation, a visual cognitive task." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/NQ44353.pdf.

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7

Ramdass, Dennis L. "Designing Bayesian networks for highly expert-involved problem diagnosis domains." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53169.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.
Includes bibliographical references (leaves 55-56).
Systems for diagnosing problems in highly complicated problem domains have been traditionally very difficult to design. Such problem diagnosis systems have often been restricted to the use of primarily rule-based methods for problem diagnosis in cases where machine learning for probabilistic methods has been made difficult by limited available training data. The probabilistic diagnostic methods that do not require a substantial amount of available training data usually require considerable expert involvement in design. This thesis proposes a model which balances the amount of expert involvement needed and the complexity of design in cases where training data for machine learning is limited. This model aims to use a variety of techniques and methods to translate, and augment, experts' quantitative knowledge of their problem diagnosis domain into quantitative parameters for a Bayesian network model which can be used to design effective and efficient problem diagnosis systems.
by Dennis L. Ramdass.
M.Eng.
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8

Cayuela, Rafols Marc. "Algorithmic Study on Prediction with Expert Advice : Study of 3 novel paradigms with Grouped Experts." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254344.

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The main work for this thesis has been a thorough study of the novel Prediction with Partially Monitored Grouped Expert Advice and Side Information paradigm. This is newly proposed in this thesis, and it extends the widely studied Prediction with Expert Advice paradigm. The extension is based on two assumptions and one restriction that modify the original problem. The first assumption, Grouped, presumes that the experts are structured into groups. The second assumption, Side Information, introduces additional information that can be used to timely relate predictions with groups. Finally, the restriction, Partially Monitored, imposes that the groups’ predictions are only known for one group at a time. The study of this paradigm includes the design of a complete prediction algorithm, the proof of a theoretical bound of the worse-case cumulative regret for such algorithm, and an experimental evaluation of the algorithm (proving the existence of cases where this paradigm outperforms Prediction with Expert Advice). Furthermore, since the development of the algorithm is constructive, it allows to easily build two additional prediction algorithms for the Prediction with Grouped Expert Advice and Prediction with Grouped Expert Advice and Side Information paradigms. Therefore, this thesis presents three novel prediction algorithms, with corresponding regret bounds, and a comparative experimental evaluation including the original Prediction with Expert Advice paradigm.
Huvudarbetet för den här avhandlingen har varit en grundlig studie av den nya Prediction with Partially Monitored Grouped Expert Advice and Side Information paradigmet. Detta är nyligen föreslagit i denna avhandling, och det utökar det brett studerade Prediction with Expert Advice paradigmet. Förlängningen baseras på två antaganden och en begränsning som ändrar det ursprungliga problemet. Det första antagandet, Grouped, förutsätter att experterna är inbyggda i grupper. Det andra antagandet, Side Information, introducerar ytterligare information som kan användas för att i tid relatera förutsägelser med grupper. Slutligen innebär begränsningen, Partially Monitored, att gruppens förutsägelser endast är kända för en grupp i taget. Studien av detta paradigm innefattar utformningen av en komplett förutsägelsesalgoritm, beviset på en teoretisk bindning till det sämre fallet kumulativa ånger för en sådan algoritm och en experimentell utvärdering av algoritmen (bevisar förekomsten av fall där detta paradigm överträffar Prediction with Expert Advice). Eftersom algoritmens utveckling är konstruktiv tillåter den dessutom att enkelt bygga två ytterligare prediksionsalgoritmer för Prediction with Grouped Expert Advice och Prediction with Grouped Expert Advice and Side Information paradigmer. Därför presenterar denna avhandling tre nya prediktionsalgoritmer med motsvarande ångergränser och en jämförande experimentell utvärdering inklusive det ursprungliga Prediction with Expert Advice paradigmet.
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9

Schroeder, Carolyn M. "Expert-novice interaction in problematizing a complex environmental science issue using web-based information and analysis tools." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3733.

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Solving complex problems is integral to science. Despite the importance of this type of problem solving, little research has been done on how collaborative teams of expert scientists and teams of informed novices solve problems in environmental science and how experiences of this type affect the novices’ understandings of the nature of science (NOS) and the novices’ teaching. This study addresses these questions: (1) how do collaborative teams of scientists with distributed expertise and teams of informed novices with various levels of distributed expertise solve complex environmental science issues using web-based information and information technology (IT) analysis tools? and, (2) how does working in a collaborative scientific team improve informed novices’ understandings of the nature of authentic scientific inquiry and impact their classroom inquiry products? This study was conducted during Cohort II of the Information Technology in Science project within the Sustainable Coastal Margins scientific group. Over two summers, four environmental scientists from various disciplines led ten science teacher and graduate student participants in learning how each discipline approaches and solves environmental problems. Participants were also instructed about NOS by science educators and designed an inquiry project for use in their classroom. After performing a pilot study of the project, they revised it during the second summer and the entire experience culminated with diverse teams problematizing and solving environmental issues. Data were analyzed using statistical and qualitative techniques. Analysis included evaluation of participants’ responses to a NOS pre- and posttest, their inquiry projects, interviews, and final projects. Results indicate that scientists with distributed expertise approach solving environmental problems differently depending on their backgrounds, but that informed novice and expert teams used similar problem-solving processes and had similar difficulties. As a result of the project, I developed a model of distributed group problem solving for environmental science. Participants’ understandings of NOS improved and matured after instruction and experience working with scientists. The level of most instructional products was “guided inquiry.” The implications are that working with scientists along with direct NOS instruction is beneficial for teachers and science graduate students for their understanding of scientific problem solving, but that much more work needs to be done to achieve authentic inquiry in science classrooms at both secondary and post-secondary levels.
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10

Martin, Olga J. "Retranslation a problem in computing with perceptions /." Diss., Online access via UMI:, 2008.

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Thesis (Ph. D.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrial Engineering, 2008.
Includes bibliographical references.
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11

Bieszczad, Andrzej Carleton University Dissertation Engineering Systems and Computer. "Neuromorphic distributed general problem solvers." Ottawa, 1996.

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12

Gréboval, Catherine. "Aide : une approche et une architecture pour rendre opérationnels des modèles conceptuels." Compiègne, 1992. http://www.theses.fr/1992COMP0525.

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Afin de combiner l'apport des modèles conceptuels pour l'aide à l'acquisition des connaissances, et l'apport des systèmes experts de seconde génération pour concevoir des résolveurs de problèmes plus robustes et plus faciles à expliquer, nous proposons une approche consistant à rendre opérationnels des modèles conceptuels. Cette approche repose sur le générateur (shell) AIDE qui permet à l'ingénieur de la connaissance de modéliser à un haut niveau d'abstraction. Le générateur est basé sur un mécanisme de traduction pour coder automatiquement le modèle conceptuel, complètement formalisé en un modèle de plus bas niveau, directement exécutable. De cette façon, le lien entre le modèle conceptuel et le système informatique est conservé. Outre les avantages liés au prototypage au niveau connaissance, l'approche AIDE permet ainsi de valider et d'expliquer à ce même haut niveau d'abstraction. Le système de diagnostic médical SATIN a permis de fournir une première validation du générateur AIDE
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13

Bird, Simon N. "Decision problem structuring for selection of fixed firefighting systems." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/17409.

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Active fire protection systems are an essential fire safety management tool, particularly in potentially high financial and risk consequence scenarios. In the UK and Europe over recent decades regulatory changes have been successful in creating an environment in which more innovation can take place. Increased numbers of fixed firefighting system types are now available to the user. However, not all systems offered are equal in terms of; suitability, cost, maturity of supporting knowledge, and overall performance or in-service reliability. Understanding of the systems performance and its limitations and how to match this to the assessed fire risk is incomplete among users. Experts are observing increasing numbers of what they consider to be poor fixed firefighting system choices leading to weaker fire safety designs, which is a cause of concern. Therefore the research aim is to verify that these concerns are founded and, that being the case, to develop a decision support system and related supporting resources to further this aspect of fire safety education and enable users to make better informed system selections. Thus, the focus of this research has been to develop a fixed firefighting system selection tool to complement existing legislation, which incorporates logic, rules and fire safety educational resources in a variety of formats to aid the fire safety design process. A variety of largely heuristic techniques have been used to aggregate data to form knowledge to underpin fixed firefighting system selection tool. In this form, the tool has been validated by experts as being a useful resource. The developed tool also provides ample opportunity for useful ongoing future development. The work recognises that cost and benefit are critical in the selection process. Supporting resources have been incorporated into the tool to assist users in evaluating the levels of reliability they might expect from a system in their circumstances. This tool has now been exposed to a wider audience of experts as part of an evaluation process. Findings include: that the tool is an innovative approach to promoting good fire safety designs, the tool efficiently provides useful fire safety education to users and the developed supporting resources which consider firefighting system reliability are helpful. This thesis and reference papers summarise the key stages of this research and tool development. The thesis concludes by outlining the progress achieved by this work and recommendations arising.
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14

Mathias, John R. "A study of the problem solving strategies used by expert and novice designers." Thesis, Aston University, 1993. http://publications.aston.ac.uk/10857/.

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This research project focused upon the design strategies adopted by expert and novice designers. It was based upon a desire to compare the design problem solving strategies of novices, in this case key stage three pupils studying technolgy within the United Kingdom National Curriculum, with designers who could be considered to have developed expertise. The findings helped to provide insights into potential teaching strategies to suit novice designers. Verbal protocols were made as samples of expert and novice designers solved a design problem and talked aloud as they worked. The verbalisations were recorded on video tape. The protocols were transcribed and segmented, with each segment being assigned to a predetermined coding system which represented a model of design problem solving. The results of the encoding were analysed and consideration was also given to the general design strategy and heuristics used by the expert and novice designers. The drawings and models produced during the generation of the protocols were also analysed and considered. A number of significant differences between the problem solving strategies adopted by the expert and novice designers were identified. First of all, differences were observed in the way expert and novice designers used the problem statement and solution validation during the process. Differences were also identified in the way holistic solutions were generated near the start of the process, and also in the cycles of exploration and the processes of integration. The way design and technological knowledge was used provided further insights into the differences between experts and novices, as did the role of drawing and modelling during the process. In more general terms, differences were identified in the heuristics and overall design strategies adopted by the expert and novice designers. The above findings provided a basis for discussing teaching strategies appropriate for novice designers. Finally, opportunities for future research were discussed.
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15

Kotnour, Timothy G. "Design, development, and testing of an automated knowledge-acquisition tool to aid problem solving, decision making, and planning." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-12302008-063800/.

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16

Hunt, John. "A task specific integration architecture for multiple problem solver, model-based, diagnostic expert systems." Thesis, Aberystwyth University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308391.

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17

Elson, John L. II. "Expert and novice performance in an industrial engineering scaled world simulation." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1067371218.

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18

Liu, Yu-Tzu Debbie. "Understanding Systems Problem Solving: What Sets Expert vs. Great Players Apart in High-Level Gameplay." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052853.

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This dissertation explores what sets expert and great systems problem solvers apart, using a multi-player online arena setting in World of Warcraft (WoW) as a model system of study. Expert players comprise the top 0.1% of the player population, while great players comprise the top 0.5%. Systems problem solving in WoW arena is an iterative, real-time process of theory-testing, decision making, and action taken toward a desired system outcome, where one’s behavior in the system has a direct effect on the system. Expertise in WoW arena is defined by the ability to consistently reach a desired end state, requiring one to recognize complex system attributes (e.g., feedback loops, path-dependencies, non-linear effects, time-delays, etc.) and leverage those characteristics in their decision making and actions. Using grounded-theory research methods, I found subtle differences between expert and great players in their acquisition and application of in-game and systems knowledge and skills, with the most notable differences found in their attitudes towards learning and demonstration of emotional intelligence. Implications of my study include the critical role “soft” skills, which traditionally receive less attention in schools, may play in the development of content-specific or “hard” skills such as systems problem-solving. My findings also lend support to the growing argument that attitudes (e.g., growth mindsets, perseverance, passion, and grit) may be a stronger predictor of professional excellence and success in life than academic intelligence. Lastly, computer games—an inherent system of varying complexity—provides a powerful environment to both limit and augment the real world, for learners to engage in decision-making and problem solving within a systemic framework to learn to better resolve complex 21st century challenges.
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19

Tochon, François Victor. "Group problem solving in a complex verbal production with expert, postulant teacher, and peer regulation." Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/4166.

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Dans le but d'elucider la dynamique de l'apprentissage de groupe, nous analysons la resolution de probleme en termes de strategies et d'accomplissement en situation. Les strategies sont observees au cours de la resolution d'un probleme creatif complexe et peu defini, et des notes de nature biographique sont prises sur le contexte d'implantation et d'experience de ces strategies. Nous proposons une definition originale des strategies de resolution de probleme. Les strategies sont definies comme un ensemble de choix reflexifs et regulateurs etablis en connexion avec le contexte de la tache et en coherence avec des buts sociaux. Ces choix sont operes dans chaque groupe d'apprentissage en accord avec un regulateur different: pair, stagiaire, ou expert. Ces regulateurs se preparent, interviennent en un discours pedagogique dont des extraits sont analyses, et reflechissent a voix haute apres l'action sur ses implications. L'objectif general de la recherche est de determiner par des moyens quantitatifs et qualitatifs quelles strategies d'apprentissage, lors de la resolution d'un probleme en groupe, sont reliees a la reussite de la tache et aux progres des eleves: (a) Determiner la relation entre l'organisation observee dans des groupes regules par une enseignante experte, une novice ou un pair, et la reussite d'une tache verbale complexe sur le plan des savoirs, des procedures, et de l'experience; (b) Decrire le traitement de l'information dans la resolution du probleme pose dans chaque groupe en indiquant le role des informations issues de l'environnement de la tache, des modeles de situation interiorises par les eleves, des dispositions et des buts sociaux-affectifs; (c) Interpreter les resultats en termes d'optimalisation de l'apprentissage en groupe. Le probleme analyse consiste a enregistrer, en groupe, un message original et creatif sur un repondeur telephonique (message sortant). Pendant l'experimentation, la regulation dans la resolution de probleme porte sur plusieurs episodes strategiques: ecouter ou lire les consignes, reflechir, planifier, explorer, appliquer et verifier. L'ensemble du processus d'apprentissage est influence par des situations particulieres: experience anterieure, implicite ou explicite, modeles de situation (maniere dont les enfants se representent ce qu'ils font), biographies individuelles et de groupe. (Abstract shortened by UMI.)
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20

Li, Vincent. "Knowledge representation and problem solving for an intelligent tutoring system." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29657.

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As part of an effort to develop an intelligent tutoring system, a set of knowledge representation frameworks was proposed to represent expert domain knowledge. A general representation of time points and temporal relations was developed to facilitate temporal concept deductions as well as facilitating explanation capabilities vital in an intelligent advisor system. Conventional representations of time use a single-referenced timeline and assigns a single unique value to the time of occurrence of an event. They fail to capture the notion of events, such as changes in signal states in microcomputer systems, which do not occur at precise points in time, but rather over a range of time with some probability distribution. Time is, fundamentally, a relative quantity. In conventional representations, this relative relation is implicitly defined with a fixed reference, "time-zero", on the timeline. This definition is insufficient if an explanation of the temporal relations is to be constructed. The proposed representation of time solves these two problems by representing a time point as a time-range and making the reference point explicit. An architecture of the system was also proposed to provide a means of integrating various modules as the system evolves, as well as a modular development approach. A production rule EXPERT based on the rule framework used in the Graphic Interactive LISP tutor (GIL) [44, 45], an intelligent tutor for LISP programming, was implemented to demonstrate the inference process using this time point representation. The EXPERT is goal-driven and is intended to be an integral part of a complete intelligent tutoring system.
Applied Science, Faculty of
Electrical and Computer Engineering, Department of
Graduate
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21

Simina, Marin. "Enterprise-directed reasoning : opportunism and deliberation in creative reasoning." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/9149.

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22

Gilkinson, John C. "An expert scheduling system utilizing a genetic algorithm in solving a multi-parameter job shop problem." Ohio : Ohio University, 1999. http://www.ohiolink.edu/etd/view.cgi?ohiou1175881721.

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23

Danish, Aria. "LÄKEMEDELSRELATERADE PROBLEM OCH ELKTRONISKT EXPERT STÖD JÄMFÖRELSE AV IDENTIFIERADE LRP MED OCH UTAN EES PÅ APOTEK." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26010.

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Abstrakt Bakgrund: Läkemedelsrelaterade problem, LRP, framför allt hos personer med polyfarmaci, leder till allvarliga konsekvenser såsom sjuklighet, dödlighet och ökade ekonomiska kostnader. Elektroniskt expertstöd, EES, är ett beslutsstödsystem som har utvecklats för att stödja farmaceuter på öppenvårdsapotek till att identifiera och åtgärda potentiella LRP vid receptexpeditioner. Syftet med denna studie är att undersöka om användning av EES vid receptexpeditioner kommer att leda till fler identifierade och åtgärdade verkliga LRP. Metod: För två grupper av polyfarmaci apotek-kunder expedierades recept med och utan EES-kontroll. En dokumentationsmall användes för dokumentering av uppgifter. Insamlade resultat organiserades och analyserades statistisk med Excell. Resultat: Mellan antal patienter med minst 1, 2 eller 3–5 LRP var det inte någon statistisk signifikant skillnad dock totalt sett var det en signifikant skillnad som förklaras av skillnader i antal kunder med minst 3–5 LRP men även de med 2 LRP. Fler LRP både i antal och typ identifierades hos försöksgruppen med EES-kontroll. Andel åtgärdade och lösta LRP var också större för samma grupp. Diskussion: Trots att andelen kunder med minst ett verkligt LRP var mindre för försöksgruppen var andelen identifierade LRP hos denna grupp betydlig större. konklusion: Vi antog att andel kunder med minst ett identifierad LRP skulle öka med 20 % med EES stöd vid receptexpeditioner. Detta skedde inte. Däremot ökade antalet identifierade LRP vilket i sin tur orsakade att fler LRP åtgärdades och löstes.
AbstractBackground: Drug-related problems (DRP) lead to serious consequences such as morbidity, mortality and increased economic costs, especially when it comes to people with polypharmacy. Electronic expert support system (EES) is a decision support system that has been developed to help pharmacists in community pharmacies to identify and rectify potential DRPs in prescription dispensing. The purpose of this study is to investigate whether the use of the EES in prescription expeditions will lead to more identified and corrected real LRPs. Method: prescriptions were dispensed with and without EES control for two groups of polypharmacy pharmacy-customers. A documentation template was used for documentation of data. Collected results were organized and analyzed statistically with Excell Result: Between the number of patients with at least 1, 2 or 3–5 DRP, there was no statistically significant difference, however overall, there was a significant difference that was explained by differences in the number of customers with at least 3–5 DRP but also those with 2 DRP. More DRPs in both number and type were identified by the trial group with EES control. The proportion of rectified and solved DRPs was also larger for the same group. Discussion: Despite the fact that the proportion of customers with at least one real DRP was smaller for the experimental group, the proportion identified by DRP of this group was significantly larger. Conclusion: We assumed that the proportion of customers with at least one identified DRP would increase by 20% with EES support in prescription dispensing. This did not happend. On the other hand, the number of identified DRPs increased, which in turn caused more DRPs to be rectified and resolved.
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Peterson, Josefin. ""Om en pojke" En pojke med Downs syndrom och kommunikationssvårigheters vardag." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-440.

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Om en pojke

- en pojke med Downs syndrom och kommunikationssvårigheters vardag

Uppsatsen handlar om hur den pojke som jag har valt att studera kommunicerar med sin omgivning när hans kommunikationssätt skiljer sig från det normala. Jag tar upp omgivningens inverkan och påverkan på kommunikationen och på livet i stort när förutsättningarna inte är samma som för övriga i gruppen. Pojken jag har studerat har Down syndrom och kraftig hörselnedsättning, han använder sig av teckenkommunikation och pictogrambilder för att kommunicera med sin omgivning. Jag har observerat pojken och intervjuat viktiga personer i hans närhet för att förstå hans livssituation.

Det samhälle vi lever i idag påverkar oss liksom hur tidigare samhällen har varit konstruerade. Synen på personer med funktionshinder har förändrats över tid och det har påverkat utformningarna av de olika system som finns i dag. Den kunskap och de erfarenheter vi har påverkar vårt sätt att bemöta våra medmänniskor. I det samhälle vi lever är vi separerade från varandra, vi känner bara till och förstår den grupp som vi själva tillhör. Samhället är strukturerat på ett vis där experter tar hand om många av våra existentiella frågor och funderingar, utan att vi för den sakens skull få svar på dem. Att vi i vår tid inte får tillgång till samma erfarenheter som samhällsmedborgare på medeltiden fick är naturligtvis en viktig aspekt som jag tar upp till diskussion och analys.

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VASCONCELOS, Luis Arthur Leite de. "The desgner s perception and expert s evaluation: testing techniques for problem exploration on a design methodology framework." Universidade Federal de Pernambuco, 2012. https://repositorio.ufpe.br/handle/123456789/3569.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
Compreendendo metodologia em design como um processo esquematizado composto por um grupo de etapas que auxiliam na solução de problemas, as atividades de levantamento de dados ou busca por informações ocorrem normalmente em uma etapa inicial do processo, podendo esta fase ser chamada de exploração do problema. Este trabalho objetiva identificar diferentes efeitos que executar esta fase exploratória pode causar na percepção dos designers, bem como nas soluções finais por eles geradas. Para tal, uma investigação inicial foi realizada para identificar estudos semelhantes que pudessem testar tais efeitos. Uma vez confirmada a inexistência de pesquisas neste sentido, um experimento foi conduzido para identificar as influências da etapa de exploração do problema no processo de design. O experimento ocorreu durante aulas de graduação de um curso de design durante quatro meses, no qual cinco grupos, de cerca de seis membros cada, participaram do processo. Os grupos desenvolveram conceitos para problemas sobre os quais nenhum conhecimento prévio existia. Exceto pela etapa de exploração do problema que apresentou três possíveis variações de execução os grupos seguiram uma metodologia idêntica. Ao final, toda documentação produzida pelos grupos foi analisada por avaliadores (experts). As conclusões obtidas apontam para a influência positiva do uso de técnicas de exploração do problema para a confiança da equipe de design, porém tais técnicas se mostraram irrelevantes quanto à avaliação realizada pelos experts, causando assim nenhuma diferença às soluções finais desenvolvidas
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Cummings, Nancy. "INSTRUCTIONAL PRACTICES IN ATHLETIC TRAINING EDUCATION PROGRAMS: 'WHAT." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3279.

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This study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by novice, experienced non-expert, and expert athletic trainers when confronted with novel situations. The subjects were nine students ("novices") and ten Approved Clinical Instructors (ACI's) from three programs in the Southeast United States. Five ACI's were categorized as "experienced non-experts" and five as "experts". All subjects were videotaped while performing various tasks. Each subject was required to think-aloud while they performed typical tasks expected of an entry-level certified athletic trainer, as designated by the NATA Education Council. Subjects then performed a stimulated-recall session, with analysis adapted from Ericsson and Simon (1993). The main findings of this study supported the well-respected teaching notion of "first teach them, then show them, then have them do it". Most concepts were first taught via lecture in the classroom; however, participants believed the "method of most worth" to be hands-on strategies displayed in clinical settings and labs. This study confirmed and disconfirmed aspects of prior research on problem solving. Experts: offered the most verbal comments, used their self-talk to stay on task, displayed intimate rapport with the models, and used various problem-solving strategies based upon the task at hand. Experienced non-experts: tended to drift in their verbal comments, felt the need to justify their answers, spoke mostly with verbal commands, and used several problem solving strategies. Novices: provided the fewest verbal comments, apologized throughout their sessions, often found the problem statement to be the problem itself, and used basic problem solving strategies. Demographics revealed that close relationships, balanced with manageable ACI's and clinical sites, created the most successful programs. Based on the findings of this study, future research must focus on how to best design the curriculum to take advantage of these "methods of most worth".
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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PARK, SEUNG YIL. "A GENERALIZED INTELLIGENT PROBLEM SOLVING SYSTEM BASED ON A RELATIONAL MODEL FOR KNOWLEDGE REPRESENTATION (SUPPORT SYSTEMS, EXPERT, DECISION AIDS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183779.

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Over the past decade, two types of decision aids, i.e., decision support systems (DSS) and expert systems (ES), have been developed along parallel paths, showing some significant differences in their software architectures, capabilities, limitations, and other characteristics. The synergy of DSS and ES, however, has great potential for helping make possible a generalized approach to developing a decision aid that is powerful, intelligent, and friendly. This research establishes a framework for such decision aids in order to determine the elementary components and their interactions. Based on this framework, a generalized intelligent problem solving system (GIPSS) is deveolped as a decision aid generator. A relational model is designed to provide a unified logical view of each type of knowledge including factual data, modeling knowledge, and heuristic rules. In this knowledge model, a currently existing relational DBMS, with some extension, is utilized to manage each type of knowledge. For this purpose a relational resolution inference mechanism has been devised. A prototype GIPSS has been developed based on this framework. Two domain specific decision aids, COCOMO which estimates software development effort and cost, and CAPO which finds optimal process organization, have been implemented by using the GIPSS as a decision aid generator, demonstrating such features as its dynamic modeling capabilities and learning capabilities.
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Robinson, Frank Eric. "The Role of Deliberate Behavior in Expert Performance: The Acquisition of Information Gathering Strategy in the Context of Emergency Medicine." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1324248609.

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Wojnowski, Christine. "Reasoning with visual knowledge in an object recognition system /." Online version of thesis, 1990. http://hdl.handle.net/1850/10596.

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Smith, Barbara S. "Uncertainty reasoning and representation: a comparison of several alternative approaches /." Online version of thesis, 1990. http://hdl.handle.net/1850/10580.

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Eseryel, Deniz. "Expert conceptualizations of the domain of instructional design an investigative study on the deep assessment methodology for complex problem-solving outcomes /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Church, Charles Walter. "Expert systems - from promises to prospects : investigations of occupational problem solving towards a more certain commercial role for knowledge-based systems." Thesis, Open University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358115.

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Capra, Miranda Galadriel. "An Exploration of End-User Critical Incident Classification." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/35671.

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Laboratory usability tests can be a rich source of usability information for software design, but are expensive to run and involve time-consuming data analysis. Expert review of software is cheaper, but highly dependent on the experience of the expert. Techniques are needed that maintain user involvement while reducing both the cost of user involvement and the time required to analyze data. The User Action Framework (UAF) is a classification scheme for usability problems that facilitates data analysis and reusability of information learned from one project to another, but is also reliant on expert interpretation of usability data, and classification can be difficult when user-supplied problem descriptions are incomplete.

This study explored end-user classification of self-reported critical incidents (usability issues) using the UAF, a technique that was hoped to reduce expert interpretation of usability problems. It also explored end-user critical incident reporting from a usability session recording, rather than reporting incidents as soon as they occur, a technique that could be used in future studies to compare effectiveness of usability methods. Results indicate that users are not good at diagnosing their own critical incidents due to the level of detail required for proper classification, although observations suggest that users were able to provide usability information that would not have been captured by an expert observer. The recording technique was successful, and is recommended for future studies to further explore differences in the kind of information that can be gathered from end-users and from experts during usability studies.
Master of Science

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Rašovská, Lucie. "Systémové pojetí ocenění nemovitosti v Brně ve Starém Lískovci." Master's thesis, Vysoké učení technické v Brně. Ústav soudního inženýrství, 2012. http://www.nusl.cz/ntk/nusl-232678.

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This thesis deals with the very topical issue in the sphere of the expert activity, which is requested by the general public at the same time. It sets a task of improvement, or better to saythe simplification in the approach to the appraising of real estate, with the aid of systemic methodology. There is as an example of the correct application of systemic methodology in the preparation of a sample expert opinion used in real estate (apartment house) located in Brno – Starý Lískovec. The property in question is appraised in accordance with the assignment by using the systemic approachonly after the evaluation of the current situation in appraising and discussing systemic methodology. A systemic approach to the appraising of aproperty is appropriately chosen largely because it better ensures the indispensable fact that, in the case of the expert opinion made by an expert, it is practically impossible to omit those important requisites which are inextricably linked to the expert opinion.
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Maître, Brigitte, and Hassan Laasri. "Coopération dans un univers multi-agents basée sur le modèle du blackboard : études et réalisations." Nancy 1, 1989. http://www.theses.fr/1989NAN10022.

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Étude sur la coopération de plusieurs agents intelligents avec définition d'un mécanisme de contrôle à la fois efficace et souple pour gérer cette coopération. Énumération et évaluation des réalisations existantes suivies d'une approche implantée dans atome : outil d'aide au développement de systèmes multi agents
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Matta, Nada. "Méthodes de résolution de problèmes : leur explicitation et leur représentation dans MACAO-II." Toulouse 3, 1995. http://www.theses.fr/1995TOU30178.

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L'acquisition des connaissances pour developper les systemes a base de connaissances consiste a recueillir les connaissances de l'expert et les organiser sous forme d'interpretations pour construire un systeme qui permet de reproduire leur fonctionnement. Elle est vue aujourd'hui comme un processus d'acquisition et de modelisation des connaissances. Sa fonction principale est de modeliser le processus de resolution de problemes (la tache que l'on veut assigner au systeme) en des termes comprehensifs pour les experts et utilisables pour realiser l'artefact. Cette modelisation conduit donc a construire un modele conceptuel, qui definit d'une facon explicite les connaissances qui interviennent dans une resolution de problemes. L'objectif de notre travail est d'etudier des moyens pour expliciter une methode de resolution de problemes dans un modele conceptuel. Il s'agit d'expliciter le controle qui va orienter la definition d'un ensemble de processus systemes. Ces processus vont permettre de resoudre les problemes d'une expertise donnee avec les memes performances qu'un expert. Nous avons etudie une demarche methodologiques pour amener le cogniticien concepteur d'un systeme a base de connaissances a expliciter la methode de resolution de problemes d'une application donnee. Cette demarche recommande de combiner abstraction du modele du comportement de l'expert et la reutilisation de modeles de resolution theoriques pour construire un canevas du modele conceptuel. Les relations entre les connaissances du raisonnement et celles du domaine sont ensuite exploitees pour raffiner ce canevas et diriger l'acquisition des connaissances detaillees. Une procedure d'operationalisation est aussi definie pour effectuer une validation dynamique du modele conceptuel. Cette validation garantit le fonctionnement de la resolution de problemes decrite dans ce modele. Expliciter une methode de resolution de problemes c'est aussi representer cette methode suivant un formalisme precis. Nous avons defini un formalisme de representation des connaissances a l'aide d'un ensemble de primitives epistemologiques qui amenent a focaliser l'analyse sur les caracteristiques des connaissances de resolution. Il conduit aussi a decrire l'organisation de ces connaissances d'une maniere comprehensible et explicite. Il permet aussi de conserver une trace de l'evolution de ces connaissances tout le long de la modelisation. Un logiciel a ete defini pour offrir un ensemble de moyens permettant de realiser les etapes de la demarche proposee et de representer les connaissances avec le formalisme prevu. Cette etude a eu des repercussions directes sur la methode macao (methode d'acquisition assistee par ordinateur) developpee dans notre equipe. C'est pour cela que nous avons integre les resultats de notre travail dans une nouvelle version de la methode, appelee macao-ii
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Gavigan, Kevin Charles. "The design, development and application of a combined connectionist expert system and 'Pocket' Boltzmann machine approach to the dynamic customer assignment and vehicle routing problem." Thesis, University of Warwick, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245939.

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Seroussi, Brigitte. "Alex : resolution de problemes par analogie basee sur un apprentissage de strategies par la construction dynamique d'une memoire indexee des exemples." Paris 7, 1988. http://www.theses.fr/1988PA077153.

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Alex est un systeme d'apprentissage de strategies de resolution de problemes qui procede par construction d'une memoire structuree des exemples ce qui permet d'eviter les difficultes dues au manque de structuration des connaissances representees. Alex est actuellement implemente en common lisp et applique a l'apprentissage du calcul de limites de suites
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39

Jabrouni, Hicham. "Exploitation des connaissances issues des processus de retour d'expérience industriels." Thesis, Toulouse, INPT, 2012. http://www.theses.fr/2012INPT0084/document.

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Depuis plusieurs années, dans le secteur industriel, l’amélioration continue constitue un aspect important de la famille de normes ISO 9000 maintenue par l’organisation ISO (International Organization for Standardization). Elle se concentre sur l’amélioration de la satisfaction du client en passant par des améliorations continues et incrémentales des produits, des services et des processus. Afin de répondre à ces exigences, un point clé consiste à optimiser le processus de résolution de problèmes qui vise à analyser et résoudre les problèmes courants pour éviter de nouvelles occurrences. Différents processus de résolution de problèmes ont été définis et sont implantés dans les entreprises. L’un des plus connu est sans doute la méthode PLAN-DO-CHECK-ACT (PDCA), également connue sous le nom de « Roue de Deming ». D’autres méthodes sont également utilisées comme : 8 Disciplines (8D) également appelée TOPS (Team-Oriented Problem Solving), Six sigma ou DMAIC (Define, Measure, Analyze, Improve and Control), 7 step, etc. Les activités principales dans ces processus sont : la formation d’une équipe de résolution de problème, la description et l’évaluation de la criticité des événements, l’analyse des événements afin d’en rechercher les causes racine et valider cette analyse, la proposition d’une solution au problème et son application (solution curative), la suggestion d’actions pour éviter une nouvelle occurrence du problème (solution préventive, leçons apprises, etc.). Dans cette logique d’amélioration continue, un processus de Retour d’Expérience (Rex) est une représentation générique focalisé sur l'acquisition des connaissances des experts en phase de résolution de problème et sur la réutilisation de ces connaissances pour résoudre ou éviter de nouveaux problèmes. Une base de connaissances de retour d'expérience va servir de pivot entre la phase d'acquisition et la phase d'exploitation. Les points abordés dans le travail de thèse seront les suivants : Représenter les différentes composantes d'une expérience en utilisant les processus de résolution de problème comme support de capitalisation. Instrumenter les processus de capitalisation et d’exploitation Formaliser des mécanismes de recherche d’expérience, Formaliser des mécanismes de réutilisation d’analyses expertes - Développer un outil support de retour d’expérience sur une architecture Web
Continuous improvement of industrial processes is increasingly a key element of competitiveness for industrial systems. Management of experience feedback takes place in this framework to build, analyze and facilitate the reuse of immaterial potential of an organization in order to make it better in achieving its processes and / or products. For several years, the need for continuous improvement of products and processes has led many companies to set up standardized problem solving processes. For this purpose, different Problem Solving Processes are commonly used in the industrial field such as: 8D, PDCA (Plan Do Check Act), DMAICS (Define Measure Analyze Improve Control Standardize) or, more recently, the 9S process (9Steps). The main activities in the problem solving process are: The composition of the problem solving team, the description and assessment of the problem highlighted by events, the analysis of events to identify their root causes and their validation, the formulation of the problem solutions and their application checking (corrective actions), the action suggestions to prevent from a new occurrence of the problem (preventive actions, lessons learned, etc.). During the Problem Solving Processes, the intellectual investment of experts is often considerable. We propose to define mechanisms to reuse previously performed analysis (already solved issues) to guide the resolution of a new problem. The main contributions of this research work are : The structuring of a cognitive experience feedback framework allowing a flexible exploitation of expert knowledge: we propose a formal representation of an experience (according to the problem solving processes). - The definition of two mechanisms to exploit the context and analysis in these experiences. The specification and development of Experience Feedback Support Framework ProWhy offering methodological and software support for knowledge management (KM), and in particular for capitalization and exploitation phases of experience feedback processes
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Willis, Timothy John. "Affective Dispositions and Cognitive Skills in Critical Thinking: Implications for Measurement, Training, and Team Performance." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0001335.

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Glossenger, John Kenneth. "The role of planning in two artificial intelligence architectures." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.

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42

Fu, Shuai. "Inverse problems occurring in uncertainty analysis." Thesis, Paris 11, 2012. http://www.theses.fr/2012PA112208/document.

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Ce travail de recherche propose une solution aux problèmes inverses probabilistes avec des outils de la statistique bayésienne. Le problème inverse considéré est d'estimer la distribution d'une variable aléatoire non observée X à partir d'observations bruitées Y suivant un modèle physique coûteux H. En général, de tels problèmes inverses sont rencontrés dans le traitement des incertitudes. Le cadre bayésien nous permet de prendre en compte les connaissances préalables d'experts en particulier lorsque peu de données sont disponibles. Un algorithme de Metropolis-Hastings-within-Gibbs est proposé pour approcher la distribution a posteriori des paramètres de X avec un processus d'augmentation des données. A cause d'un nombre élevé d'appels, la fonction coûteuse H est remplacée par un émulateur de krigeage (métamodèle). Cette approche implique plusieurs erreurs de natures différentes et, dans ce travail,nous nous attachons à estimer et réduire l'impact de ces erreurs. Le critère DAC a été proposé pour évaluer la pertinence du plan d'expérience (design) et le choix de la loi apriori, en tenant compte des observations. Une autre contribution est la construction du design adaptatif adapté à notre objectif particulier dans le cadre bayésien. La méthodologie principale présentée dans ce travail a été appliquée à un cas d'étude en ingénierie hydraulique
This thesis provides a probabilistic solution to inverse problems through Bayesian techniques.The inverse problem considered here is to estimate the distribution of a non-observed random variable X from some noisy observed data Y explained by a time-consuming physical model H. In general, such inverse problems are encountered when treating uncertainty in industrial applications. Bayesian inference is favored as it accounts for prior expert knowledge on Xin a small sample size setting. A Metropolis-Hastings-within-Gibbs algorithm is proposed to compute the posterior distribution of the parameters of X through a data augmentation process. Since it requires a high number of calls to the expensive function H, the modelis replaced by a kriging meta-model. This approach involves several errors of different natures and we focus on measuring and reducing the possible impact of those errors. A DAC criterion has been proposed to assess the relevance of the numerical design of experiments and the prior assumption, taking into account the observed data. Another contribution is the construction of adaptive designs of experiments adapted to our particular purpose in the Bayesian framework. The main methodology presented in this thesis has been applied to areal hydraulic engineering case-study
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Flores, Cecilia Dias. "Sistema de solução de problemas cooperativos : um estudo de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1995. http://hdl.handle.net/10183/25624.

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Os avanços tecnológicos da última década tem feito dos computadores um elemento de contribuição essencial para os processos de solução de problemas e de tomada de decisão cooperativos. Hoje, alem do interesse mantido nos sistemas de solução de problemas, cujo raciocínio a baseado no processo de decisão de um único individuo (conhecidos por SE's), o esforço das pesquisas, em Inteligência Artificial, esta centrado no sentido de conceber sistemas que permitam a interação cooperativa entre diversos indivíduos participantes do processo, sejam esses humanos ou sistemas computacionais. A solução de problemas cooperativos, dentro do escopo geral da Inteligência Artificial (IA), é assunto analisado sob dois aspectos diferentes. O primeiro, mais antigo, identifica, como agentes de um dialogo, o sistema computacional e o seu usuário, onde pesquisas estão centradas no estudo da interação homem-máquina. Os esforços desta área de pesquisa tem sido no sentido de conceber, aos sistemas, capacidades de comunicação muito mais ricas do que aquelas oferecidas por sistemas de solução de problemas tradicionais, isto é, permitir aos sistemas compartilhar a solução de um problema, tomando o usuário um agente muito mais ativo e participativo. O segundo aspecto situa-se na área de Inteligência Artificial Distribuída (IAD), uma nova concepção de IA que acompanha o avanço da tecnologia de desenvolvimento de maquinas paralelas e a difusão, em larga escala, de sistemas computacionais distribuídos. Seus esforços são no sentido de conceber sistemas compostos de múltiplos sub-sistemas, capazes de resolver problemas complexos autonomamente. de forma cooperativa. Este trabalho se insere no contexto da interação homem-máquina. São apresentados métodos e estratégias para o fornecimento de capacidades cooperativas ao sistema. A descrição de uma arquitetura para Sistemas Especialistas (SE), baseada em raciocínio meta-nível, é apresentada com o intuito de enriquecer as capacidades de explanação e aquisição de conhecimentos desses sistemas. Consideramos que as ferramentas de explanação e aquisição de conhecimentos são fundamentais para a construção de diálogos cooperativos entre o sistema e o usuário. A ferramenta de explanação é o componente do SE responsável pela geração de justificativas sobre as conclusões do sistema. Ela permite ao sistema tornar explicito o seu raciocínio, fornecendo capacidades de argumentação sobre a validade de suas conclusões. O sistema, através desta ferramenta, tem condições de explicar suas ações, conclusões. escolhas e perguntas feitas ao usuário, permitindo, dessa forma, ao próprio usuário. através de um diálogo cooperativo. comparar seus conhecimentos e estratégias. concordando ou discordando do sistema. A ferramenta de aquisição de conhecimento. outro modulo importante num processo cooperativo, permite ao sistema aprender incrementalmente, através da aquisição de novos conhecimentos, bem como da reestruturação de alguns conhecimentos ou regras com falhas. Analisa-se um problema real, cuja solução e concebida através da interação homem-máquina. embora, intuitivamente, seja apresentada uma abordagem multi-agente para o problema, no final deste trabalho, com o intuito de apontar a evolução que terá essa pesquisa. Como produto deste trabalho de pesquisa, desenvolveu-se, dentro do projeto Inteligência Artificial Distribuída do grupo de Inteligência Artificial do CPGCC da UFRGS. urn sistema denominado SETA. O sistema permite a criação de SE's dedicados a auxiliar o medico na prescrição farmacológica de qualquer grupo de patologia clinica. A representação do conhecimento aplicado foi desenvolvida com o intuito de facilitar a atividade de formulação de prescrições onde o conhecimento esta estruturado em níveis de representação que denotam os conhecimentos clínico e farmacológico separadamente. Cada SE, desenvolvido pelo SETA, permite oferecer justificativas claras ao usuário sobre a prescrição farmacológica indicada pelo sistema, através de explanações do tipo how. why e why not. Oferece, ainda, facilidades de aquisição de conhecimento, permitindo a modificação do conhecimento do sistema através de um modulo interativo, cuja interface foi construída no sentido de permitir uma comunicacc7o natural entre os agentes. ou seja. o sistema e o medico especialista. Resumindo, a interação cooperativa homem-máquina é concebida através das facilidades de explanação e aquisição de conhecimento, levando a incorporação explicita de meta-conhecimento ao sistema.
The technological advance of the past decade turned computers into an element of essential contribution for the cooperative problem-solving and decision-taking processes. Today, besides the interest kept in problem-solving systems, whose reasoning is based upon the process of decision of a single individual (known as ES), the effort of researchs in Artificial Intelligence is to create systems that allow cooperative interaction among various individuals participating in the process, these being either human beings or computer systems. The solution of cooperative problems, within the general scope of Artificial Intelligence, is a subject analysed under two different aspects. The first one, out of date, identifies the computer system and its user as agents in a dialogue, and the researches are concentrated on the study of man-machine interaction. The efforts in this area of research have been to grant the systems communication abilities much richer than those offered by tradicional problem-solving systems. that is, that allow the systems to share the solution of a problem. causing the user to be more active and participating. The second aspect is located in the area of Distributed Artificial Intelligence (DAI), a new conception of AI that goes with the improvement of the technology of development of parallel machines and the diffusion on a large scale of distributed computer systems. Efforts have been made to create systems made up of multiple sub-systems capable of solving complex problems by themselves, in a cooperative way. This work is inserted in the context of man-machine interaction. It presents methods and strategies to supply the system with cooperative abilities. The description of an architecture for Expert Systems (ES), based upon meta-level reasoning, is presented with the purpose of improving the abilities of explanation and knowledge acquisition of these systems. We consider explanation tools and knowledge acquisition to be fundamental to the construction of cooperative dialogues between the system and the user. The explanation tool is the ES component responsible for the generation of justifications about the system conclusions. It allows the system to make its reasoning explicit, providing it with arguing abilities about the effectiveness of its conclusions. The system. through this tool, is able to explain its actions, conclusions, choices and questions put to the user, thus allowing the user, through a cooperative dialogue, to compare his knowledge and strategies, to agree or disagree with the system. The knowledge acquisition tool, another important unit in a cooperative process, allows the system to learn more and more through the acquisition of new knowledge as well as through the restructuration of knowledge or rules that have failed. A real problem is analysed here and its solution is conceived through manmachine interaction. We also present, at the end of this work, a multi-agent approach for the problem, in order to show how this research will evolve. This research work resulted in the development, within the Distributed Artificial Intelligence project of the Artificial Intelligence group of the CPGCC of UFRGS, of a system called SETA. This system permits the creation of ES dedicated to help doctors prescribe medicines for any groups of clinical pathology. The knowledge representation used was developed with a view to facilitate the making of prescriptions, and the knowledge is organized in levels of representation that express clinical knowledge and pharmacological knowledge separately. Each ES developed by SETA can offer reasonable justifications to users about the pharmacological prescription indicated by the system through explanations such as how, why and why not. It is also ready to acquire knowledge. allowing the system to alter knowledge through an interactive unit whose interface was built to permit a natural communication between the agents. that is, the system and the medical specialist. In short, man-machine cooperative interaction is based upon readiness for explanation and knowledge acquisition, leading to an explicit assimilation of meta-knowledge by the system.
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44

Caye, Michea. "Formative Research and Community Resilience: A Case of Under Addressed Youth Problem Gambling." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1323893906.

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45

Morice, Vincent. "Saga : un generateur temporel de plans pour la recherche diagnostique." Paris 6, 1988. http://www.theses.fr/1988PA066426.

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L'objectif de saga est de determiner la sequence des examens complementaires a effectuer pour un patient donne, afin de pouvoir prendre, le plus rapidement possible, une decision therapeutique adaptee qui minimise les couts
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46

Pettersson, Malin, and Jörgen Ekström. "Avsaknaden av internt upparbetade varumärken i de finansiella rapporterna : ett problem för investerare?" Thesis, Uppsala University, Department of Business Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-89190.

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År 2005 infördes IASBs redovisningsstandarder i EU-länderna. IASBs föreställningsram innehåller kvalitativa egenskaper vars ändamål är att öka de externa användarnas använd-barhet av informationen i företagens finansiella rapporter. De ökade kravet på användbarhet har lett till att fokus på immateriella tillgångar ökat och en sådan immateriell tillgång är varumärken. Idag får internt upparbetade varumärken inte redovisas i de finansiella rapporterna enligt IAS 38. Åsikterna går isär huruvida avsaknaden av internt upparbetade varumärken i balansräkningen har betydelse för investerare eller ej när de fattar investeringsbeslut.

Syftet med denna uppsats är att ge läsaren en fördjupad förståelse för investerarnas intresse angående att internt upparbetade varumärken inte får redovisas i de finansiella rapporterna och om detta har någon betydelse för deras investeringsbeslut. Syftet är även att utreda om investerare i samband med investeringsbeslut, anser att de kvalitativa egenskaperna i de finansiella rapporterna uppfylls.

Den teoretiska referensramen mynnar ut i en analysmodell som beskriver två nivåer mellan företag och investerare, dels utbytesnivån och dels beslutsnivån där den senare är av större vikt för uppsatsen. Metoden vi använt är en kvalitativ metod med deduktiv ansats där empirin består av fyra intervjuer, vilka representerar privata och institutionella investerare.

Slutsatserna vi kommit fram till i uppsatsen är att institutionella investerare inte efterfrågar något värde på internt upparbetade varumärken i de finansiella rapporterna medan de privata investerarna önskar icke-monetär information om varumärkets värde. Alla investerare anser att de finansiella rapporterna uppfyller de kvalitativa egenskaperna, med undantag för begripligheten som privata investerare anser kan förbättras.

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47

Amenabar, Leire, and Leire Carreras. "Augmented Reality Framework for Supporting and Monitoring Operators during Maintenance Operations in Industrial Environments." Thesis, Högskolan i Skövde, Institutionen för ingenjörsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15717.

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In an ever-changing and demanding world where short assembly and innovation times are indispensable, it is of paramount importance to ensure that the machinery used throughout the whole process of a product are in their best possible condition. This guarantees that the performance of each machine will be optimal, and hence, the process times will be the shortest possible, while the best quality products are obtained. Moreover, having a machine in an impeccable status permits making the necessary changes to it, in order to fulfil the requirements that a more advanced or complex product may have. Maintenance operations and their corresponding trainings have historically been time-consuming, and a vast amount of information has been transmitted from an expert to a newer operator. This means that there has been the need of working with experienced operators to secure that a good service is provided. However, different technologies like augmented reality (AR) have been shown to have a positive impact in the support and monitoring of operators in industrial maintenance operations.The present project gathers information in regard to the framework of AR, with the aim of supporting and monitoring operators in industrial environments. The proposed method consists on the development of an artefact, which would lead to a possible improvement of the already existing solutions. It is believed that the development of an AR application could grant the necessary aid to any operator in maintenance operations. The result of this suggestion is an AR application which superimposes visual information on the physical equipment.
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48

Collins, Gary Wayne. "Information communication technology as a cognitive tool to facilitate higher-order thinking." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24075.

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Digital educational technology is capable of contributing supplementary strategies that can be used to address various educational challenges faced by higher education. Foremost among these challenges is the widespread lack of academic preparedness of students who enter South African higher education institutions. The legacy of Apartheid, teachers' poor domain knowledge and command of the language of instruction, together with a lack of commitment to the cognitive development of learners are some of the reasons why students have not developed the cognitive skills required to engage in meaningful learning. Meaningful learning requires a high level of conceptual engagement and development. To assist in the learning process, educators must focus on student learning rather than on the instructor and the technology used in the instruction. A powerful means of supporting meaningful learning is through a process of model building. Computer technology can effectively be used to facilitate the building of conceptual models. By encouraging students to use computer technology to build models that represent their personal understanding, the students are performing the role of designer and the technology is used as a cognitive tool. Using digital technology as a cognitive tool allows students to engage in critical thinking and higher-order learning. An expert system shell is one way in which technology can be used as a cognitive tool. When students build expert systems they are required to demonstrate the reasoning of an expert and to exhibit an understanding of causal relationships and procedural knowledge. There is very little evidence of research concerning the application of expert systems as a cognitive tool in education. The primary aim of this study is to formulate design principles in the form of conjectures and principles related to a learning environment that uses technology as a cognitive tool in the form of an expert system shell to promote higher-order thinking skills. The second aim of this study is to explore the experiences of students who are exposed to a learning environment based on the conjectures and principles formulated during the design phase of the research. The conjectures and principles formulated during this study are expressed in terms of the characteristics, procedures and arguments associated with a learning environment that uses technology in the form of an expert system shell to facilitate higher-order thinking. These conjectures and principles were separated into seven interrelated clusters that can be summarised as follows:
  • initial exposure;
  • guided discovery learning;
  • designing the expert system on paper;
  • creating domain awareness;
  • linking conceptual understanding to a representation of that understanding;
  • hands-on development; and
  • problem engagement.
These conjectures and principles could guide similar endeavours undertaken by lecturers or instructional designers.
Thesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
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49

Stokes, Allison. "A study in the relationships between organizational structures and public relations practitioner roles." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001364.

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50

Krčil, Jakub. "Moderní metody a nástroje pro podporu manažerského rozhodování." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-194192.

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This master's thesis is focused on modern methods and tools to support managerial decision-making. The first part of this thesis introduces the basic characteristics related to the management and managerial decision-making that are subsequently extended to the area of modeling, simulation, optimization and multi-criteria decision making. It also outlines the relationship between the managerial decision-making tasks. The second part introduces practical examples which show the connection of these areas. Specifically, they are a colony of ants, traveling salesman problem, a tool AnyLogic, analytic hierarchy process and simulation HealthBound. The thesis is further supplemented by an appropriate software tools to support multi-criteria decision making.
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