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1
Penazzi, Leonardo. "The fellow (novel) ; and Australian historical fiction, debating the perceived past (dissertation)." University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0070.
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Novel The Fellow What is knowledge? Who should own it? Why is it used? Who can use it? Is knowledge power, or is it an illusion? These are some of the questions addressed in The Fellow. At the time of Australian federation, the year 1901, while a nation is being drawn into unity, one of its primary educational institutions is being drawn into disunity when an outsider challenges the secure world of The University of Melbourne. Arriving in Melbourne after spending much of his life travelling around Australia, an old Jack-of-all-trades bushman finds his way into the inner sanctum of The University of Melbourne. Not only a man of considerable and varied skill, he is also a man who is widely read and self-educated. However, he applies his knowledge in practical ways, based on what he has experienced in the
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Antonakos, Evangelia. "Forms of Generic Common Knowledge." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557113.
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<p>In multi-agent epistemic logics, common knowledge has been a central consideration of study. A generic common knowledge (<i>G.C.K.</i>) system is one that yields iterated knowledge <i>I</i>(ϕ): 'any agent knows that any agent knows that any agent knows. . . ϕ' for any number of iterations. Generic common knowledge yields iterated knowledge <i> G.C.K.</i>(ϕ) → <i>I</i>(ϕ) but is not necessarily logically equivalent to it. This contrasts with the most prevalent formulation of common knowledge <i>C</i> as equivalent to iterated knowledge. A spectrum of systems may satisfy the <i>G.C.K.</i> condition, of which <i>C</i> is just one. It has been shown that in the usual epistemic scenarios, <i>G.C.K.</i> can replace conventional common knowledge and Artemov has noted that such standard sources of common knowledge as public announcements of atomic sentences generally yield <i>G.C.K. </i> rather than <i>C.</i> </p><p> In this dissertation we study mathematical properties of generic common knowledge and compare them to the traditional common knowledge notion. In particular, we contrast the modal <i>G.C.K.</i> logics of McCarthy (e.g. <tt>M4</tt>) and Artemov (e.g. [special characters omitted]) with <i>C</i>-systems (e.g. [special characters omitted]) and present a joint <i>C/G.C.K.</i> implicit knowledge logic [special characters omitted] as a conservative extension of both. We show that in standard epistemic scenarios in which common knowledge of certain premises is assumed, whose conclusion does not concern common knowledge (such as Muddy Children, Wise Men, Unfaithful Wives, etc.), a lighter <i>G.C.K.</i>can be used instead of the traditional, more complicated, common knowledge. We then present the first fully explicit <i>G.C.K.</i> system <tt>LP</tt><i><sub> n</sub></i>(<tt>LP</tt>). This justification logic realizes the corresponding modal system [special characters omitted] so that <i>G.C.K.</i>, along with individual knowledge modalities, can always be made explicit.</p>
3
Mahmud, Zakaria. "Source of New and Advance Scientific Knowledge of Software Practitioners." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4345.
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Context: Academic researchers publish their results of new and advanced scientific knowledge (often in close collaboration with industry) in academic journals and conferences. However, it is not know to what extent this information reaches the practitioners. So far this has not been investigated. This information will help researchers in the dissemination process of their research findings. Objectives: In this study we investigate which types of knowledge dissemination forums exist in software engineering, how frequent and aware they are to software practitioners and how useful they find it in improving their professional activities. Methods: We conducted a survey of software practitioners posted on LinkedIn, Yahoo, Facebook, Google+, Meetup and Google groups. The survey contained demographics information, seven types of forums for obtaining scientific knowledge and how important respondents felt these forums improve their professional activities. Results: The results of the survey indicate that Book Publishers, Blogs, Video Tutorial and Social Media are considerable forums of sharing new and advance scientific knowledge for software practitioners. Whilst, IT magazines, scientific journals and meetings are suggested to be less considered forums in gaining new and advanced scientific knowledge. Conclusions: We conclude that academic researchers could improve the exposure of their research findings by presenting their results not only in journals and meetings. But also in new forums where they can represent results in the form of videos, blogs or social media. This exposes their research findings to a larger audience of software practitioners.<br>C/O TALUKDER MAMUN SÄRLAGATAN 13B 214 48, MALMO. Phone: 0733499525
4
Zeng, Xiaoming. "New forms of power sources for welding applications." Thesis, University of Liverpool, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316628.
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Perkins, Arland Early. "School Principals’ Sources of Knowledge." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2353.
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The purpose of this study was to determine what sources of professional knowledge are available to principals in 1 rural East Tennessee school district. Qualitative research methods were applied to gain an understanding of what sources of knowledge are used by school principals in 1 rural East Tennessee school district and the barriers they face to using knowledge sources. This study questioned whether these resources are adequate for, accessible to, and used by school principals. In this study I examined principals’ perceptions of the need for a district-led mentoring program.
The study first consisted of a preliminary data collection procedure. Ten of the school district’s principals completed a demographic questionnaire and list of survey questions developed from the 4 research questions and elements of the literature review. These data were reviewed by the researcher in order to categorize the respondents’ responses into meaningful demographic data. The final data collection procedure involved 6 principals chosen to complete face-to-face interviews consisting of open-ended questions developed from an initial interview protocol. Results indicated the principals’ examples of seeking knowledge and information from data sources, collegial professionalism, readings of research and literature, and professional development. The principals presented evidence that they embrace teaching and learning within their roles as school principals. The 2 areas on which the principals focused their concerns were time and the current state department educational reforms. The principals provided recommendations for a future district-wide principal mentoring program.
6
Zhang, Ping. "Learning from Multiple Knowledge Sources." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214795.
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Computer and Information Science<br>Ph.D.<br>In supervised learning, it is usually assumed that true labels are readily available from a single annotator or source. However, recent advances in corroborative technology have given rise to situations where the true label of the target is unknown. In such problems, multiple sources or annotators are often available that provide noisy labels of the targets. In these multi-annotator problems, building a classifier in the traditional single-annotator manner, without regard for the annotator properties may not be effective in general. In recent years, how to make the best use of the labeling information provided by multiple annotators to approximate the hidden true concept has drawn the attention of researchers in machine learning and data mining. In our previous work, a probabilistic method (i.e., MAP-ML algorithm) of iteratively evaluating the different annotators and giving an estimate of the hidden true labels is developed. However, the method assumes the error rate of each annotator is consistent across all the input data. This is an impractical assumption in many cases since annotator knowledge can fluctuate considerably depending on the groups of input instances. In this dissertation, one of our proposed methods, GMM-MAPML algorithm, follows MAP-ML but relaxes the data-independent assumption, i.e., we assume an annotator may not be consistently accurate across the entire feature space. GMM-MAPML uses a Gaussian mixture model (GMM) and Bayesian information criterion (BIC) to find the fittest model to approximate the distribution of the instances. Then the maximum a posterior (MAP) estimation of the hidden true labels and the maximum-likelihood (ML) estimation of quality of multiple annotators at each Gaussian component are provided alternately. Recent studies show that it is not the case that employing more annotators regardless of their expertise will result in improved highest aggregating performance. In this dissertation, we also propose a novel algorithm to integrate multiple annotators by Aggregating Experts and Filtering Novices, which we call AEFN. AEFN iteratively evaluates annotators, filters the low-quality annotators, and re-estimates the labels based only on information obtained from the good annotators. The noisy annotations we integrate are from any combination of human and previously existing machine-based classifiers, and thus AEFN can be applied to many real-world problems. Emotional speech classification, CASP9 protein disorder prediction, and biomedical text annotation experiments show a significant performance improvement of the proposed methods (i.e., GMM-MAPML and AEFN) as compared to the majority voting baseline and the previous data-independent MAP-ML method. Recent experiments include predicting novel drug indications (i.e., drug repositioning) for both approved drugs and new molecules by integrating multiple chemical, biological or phenotypic data sources.<br>Temple University--Theses
7
Maynard, Diana Gabrielle. "Term recognition using combined knowledge sources." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311203.
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Ryder, Katherine Ann. "Alternate forms of knowledge in polysubstance use subgroups /." Oklahoma City : [s.n.], 1999. http://library.ouhsc.edu/epub/theses/Ryder-Katherine-Ann.pdf.
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Monkhouse, Wendy. "Forms of ancient Egyptian knowledge : studies in transmission." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444231/.
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This thesis addresses the question of the transmission of knowledge in Egypt through the dynastic to the Islamic period. It begins by describing the problem of how knowledge is conceptualized and structured within academic discourse, creating false dichotomies that have shaped a narrative of total loss and destruction. Transmission and continuity are instead proposed to take place within a dynamic model of transformation, and the study of a traditional locus of knowledge within the dynastic period, the House of Life, is juxtaposed with the long-term biography of the Egyptian tomb. The House of Life is recognized as a problematic entity, particular issues being the nature of the 'knowledge' it maintained, and how much of the textual knowledge was eventually expendable. The investigation of biographies of the tomb leads to the study of the transmission of knowledge through practice, which can be traced through to the present day.
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Stevenson, Robert Mark. "Multiple knowledge sources for word sense disambiguation." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310763.
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MEDEIROS, Ícaro Rafael da Silva. "Tag suggestion using multiple sources of knowledge." Universidade Federal de Pernambuco, 2010. https://repositorio.ufpe.br/handle/123456789/2275.
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Made available in DSpace on 2014-06-12T15:56:06Z (GMT). No. of bitstreams: 2
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Previous issue date: 2010<br>Nos sistemas de tagging social usuários atribuem tags (palavras-chave) a recursos (páginas
Web, fotos, publicações, etc), criando uma estrutura conhecida como folksonomia,
que possibilita uma melhora na navegação, organização e recuperação de informação.
Atualmente, esses sistemas são muito populares na Web, portanto, melhorar sua qualidade
e automatizar o processo de atribuição de tags é uma tarefa importante. Neste trabalho
é proposto um sistema que automaticamente atribui tags a páginas, baseando-se em
múltiplas fontes de conhecimento como o conteúdo textual, estrutura de hiperlinks
e bases de conhecimento. A partir dessas fontes, vários atributos são extraídos para
construir um classificador que decide que termos devem ser sugeridos como tag.
Experimentos usando um dataset com tags e páginas extraídas do Delicious, um
importante sistema de tagging social, mostram que nossos métodos obtém bons resultados
de precisão e cobertura, quando comparado com tags sugeridas por usuários. Além disso,
uma comparação com trabalhos relacionados mostra que nosso sistema tem uma qualidade
de sugestão comparável a abordagens estado da arte na área. Finalmente, uma avaliação
com usuários foi feita para simular um ambiente real, o que também produziu bons
resultados
12
Hill, Landon. "Unique forms of knowledge and curriculum in hip-hop pedagogy." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596975.
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<p> Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating educational experience for Black and Latina/o students than currently offered in urban schools. The current literature on hip-hop pedagogy mainly focuses on how hip-hop makes standardized subjects more appealing to urban students while vaguely referencing its relevance to youth living in urban communities. Much less research has specified how hip-hop, within the classroom, can address the issues directly affecting Black and Latina/o youth. Consequently, some may wonder if hip-hop is actually being used to transform education, or merely to help students excel based on the standards of dominant culture (Au, 2005). The purpose of this thesis is to understand contemporary issues facing underprivileged Black and Latina/o youth, effective teaching methods that can be implemented in schools using hip-hop pedagogy, and areas of study relevant to hip-hop culture.</p>
13
Vandergriff, James Harley. "Self-reported sources of literature teachers' practical knowledge." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279808.
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This dissertation is a study of what selected literature teachers report to be their sources of practical knowledge. The data for the study was collected through open-ended interviews with three practicing public school literature teachers in two school districts in a large southwestern city between 1996 and 1998. The informants were selected more on the basis of convenience of access than any other criteria, though I also considered their length of time in the profession and limited the study to persons who were actually teaching literature at the time of the study. The interviews followed an extended observation. After the interviews were transcribed, I analyzed them by the "constant comparison" method (Merriam, 1988, p. 138), using a set of data codes derived from the interview data, then sorted the data according to the codes. That permitted me to bring together pieces of conversation from various points in the interview in a way that is most useful to me (Rubin and Rubin, 1995, pp. 238--241). While the selection and data collection methods were such that I cannot extrapolate the findings to other literature teachers, the data shows quite clearly that, for these teachers, there is a disjuncture between what the research literature assumes are teachers' primary sources of practical knowledge and what the teachers themselves think it to be. Both their statements about their sources of practical knowledge and the metaphoric language they use to describe themselves argue that, for these three teachers, alternative sources of practical knowledge---self, publisher-generated materials, reading in the professional literature, conversations with colleagues, and professional conferences and staff development workshops---are more important sources of their practices than are the sources upon which the research literature puts its primary focus---the apprenticeship of observation, content courses, and pedagogy courses. This finding suggests to me that a broader, more detailed study of this question is warranted.
14
Kalledat, Tobias. "Tracking domain knowledge based on segmented textual sources." Doctoral thesis, Humboldt-Universität zu Berlin, Wirtschaftswissenschaftliche Fakultät, 2009. http://dx.doi.org/10.18452/15925.
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Die hier vorliegende Forschungsarbeit hat zum Ziel, Erkenntnisse über den Einfluss der Vorverarbeitung auf die Ergebnisse der Wissensgenerierung zu gewinnen und konkrete Handlungsempfehlungen für die geeignete Vorverarbeitung von Textkorpora in Text Data Mining (TDM) Vorhaben zu geben. Der Fokus liegt dabei auf der Extraktion und der Verfolgung von Konzepten innerhalb bestimmter Wissensdomänen mit Hilfe eines methodischen Ansatzes, der auf der waagerechten und senkrechten Segmentierung von Korpora basiert. Ergebnis sind zeitlich segmentierte Teilkorpora, welche die Persistenzeigenschaft der enthaltenen Terme widerspiegeln. Innerhalb jedes zeitlich segmentierten Teilkorpus können jeweils Cluster von Termen gebildet werden, wobei eines diejenigen Terme enthält, die bezogen auf das Gesamtkorpus nicht persistent sind und das andere Cluster diejenigen, die in allen zeitlichen Segmenten vorkommen. Auf Grundlage einfacher Häufigkeitsmaße kann gezeigt werden, dass allein die statistische Qualität eines einzelnen Korpus es erlaubt, die Vorverarbeitungsqualität zu messen. Vergleichskorpora sind nicht notwendig. Die Zeitreihen der Häufigkeitsmaße zeigen signifikante negative Korrelationen zwischen dem Cluster von Termen, die permanent auftreten, und demjenigen das die Terme enthält, die nicht persistent in allen zeitlichen Segmenten des Korpus vorkommen. Dies trifft ausschließlich auf das optimal vorverarbeitete Korpus zu und findet sich nicht in den anderen Test Sets, deren Vorverarbeitungsqualität gering war. Werden die häufigsten Terme unter Verwendung domänenspezifischer Taxonomien zu Konzepten gruppiert, zeigt sich eine signifikante negative Korrelation zwischen der Anzahl unterschiedlicher Terme pro Zeitsegment und den einer Taxonomie zugeordneten Termen. Dies trifft wiederum nur für das Korpus mit hoher Vorverarbeitungsqualität zu. Eine semantische Analyse auf einem mit Hilfe einer Schwellenwert basierenden TDM Methode aufbereiteten Datenbestand ergab signifikant unterschiedliche Resultate an generiertem Wissen, abhängig von der Qualität der Datenvorverarbeitung. Mit den in dieser Forschungsarbeit vorgestellten Methoden und Maßzahlen ist sowohl die Qualität der verwendeten Quellkorpora, als auch die Qualität der angewandten Taxonomien messbar. Basierend auf diesen Erkenntnissen werden Indikatoren für die Messung und Bewertung von Korpora und Taxonomien entwickelt sowie Empfehlungen für eine dem Ziel des nachfolgenden Analyseprozesses adäquate Vorverarbeitung gegeben.<br>The research work available here has the goal of analysing the influence of pre-processing on the results of the generation of knowledge and of giving concrete recommendations for action for suitable pre-processing of text corpora in TDM. The research introduced here focuses on the extraction and tracking of concepts within certain knowledge domains using an approach of horizontally (timeline) and vertically (persistence of terms) segmenting of corpora. The result is a set of segmented corpora according to the timeline. Within each timeline segment clusters of concepts can be built according to their persistence quality in relation to each single time-based corpus segment and to the whole corpus. Based on a simple frequency measure it can be shown that only the statistical quality of a single corpus allows measuring the pre-processing quality. It is not necessary to use comparison corpora. The time series of the frequency measure have significant negative correlations between the two clusters of concepts that occur permanently and others that vary within an optimal pre-processed corpus. This was found to be the opposite in every other test set that was pre-processed with lower quality. The most frequent terms were grouped into concepts by the use of domain-specific taxonomies. A significant negative correlation was found between the time series of different terms per yearly corpus segments and the terms assigned to taxonomy for corpora with high quality level of pre-processing. A semantic analysis based on a simple TDM method with significant frequency threshold measures resulted in significant different knowledge extracted from corpora with different qualities of pre-processing. With measures introduced in this research it is possible to measure the quality of applied taxonomy. Rules for the measuring of corpus as well as taxonomy quality were derived from these results and advice suggested for the appropriate level of pre-processing.
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Geist, Kamile. "Sources of Knowledge in Music Therapy Clinical Practice." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478173980933032.
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Babaian, Tamara. "Knowledge representation and open world planning using [Greek letter Psi]-forms /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2000.
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Thesis (Ph.D )--Tufts University, 2000.<br>Adviser: James G. Schmolze. Submitted to the Dept. of Computer Science. Includes bibliographical references (leaves 148-156). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
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Somerset, Richard. "Sciences : a selective study of forms of knowledge about the world." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267079.
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CABRAL, FABRICIA GUIMARAES SOBRAL. "OVERLAPPING FORMS OF KNOWLEDGE: CRAFTWORK AND DESIGN FOR CULTURAL OBJECTS PRODUCTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9767@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Saberes Sobrepostos: design e artesanato na produção de
objetos
culturais tem como objetivo principal estudar as relações
que podem ser
estabelecidas em uma atuação de design sobre o artesanato.
O foco recai sobre
o exame da re-configuração do produto pelo design com o
intuito de facilitar a
sua inserção em novos mercados comerciais, verificando seu
contexto de
atuação e as conseqüências decorrentes desse processo.
Para tanto, examina a
epistème do design, a produção social das intervenções
sobre o artesanato e
apresenta um estudo de caso referente a uma intervenção em
uma comunidade
produtora de cuias artesanais.<br>Overlapping forms of knowledge: craftwork and design for
cultural
objects production mainly aims at studying the parallels
that can be established
in the applications of design onto craftwork. It focuses
on the analysis of the
product re-configuration through design in order to
facilitate its placement into the
commercial market, by checking its application context and
the consequences
following that process. In order to achieve this, it
examines the design episteme,
the social origins of the influences on craftwork and
presents a live case study,
regarding an intervention within a craftwork bowls
producing community.
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Mertens, Paulus Leonardus Johannus Marie. "Outbreaks: sources of epidemiological knowledge in communicable disease control." [S.l.] : Rotterdam : [The Author] ; Erasmus University [Host], 2008. http://hdl.handle.net/1765/10867.
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Morales, Alvaro M. Eng Massachusetts Institute of Technology. "Learning to answer questions from semi-structured knowledge sources." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105973.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 47-50).<br>Question answering is an efficient and convenient way for humans to make use of the massive amount of information on the Web. I start with an interesting source of information -- infoboxes in Wikipedia that summarize factoid knowledge -- and develop a comprehensive approach to answering questions with high precision. I first build a system to access data in infoboxes in a structured manner. I use the system to construct a crowdsourced dataset of over 15,000 high-quality, diverse questions. With these questions, I train a convolutional neural network model that outperforms models that achieve top results in similar answer selection tasks.<br>by Alvaro Morales.<br>M. Eng.
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Tchubykalo, Fesenko E. (Evgueni). "Production of knowledge in Wikipedia:content disputes and used sources." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201506061811.
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The following research attempts to understand the manner in which Wikipedia has contributed to the way production and consumption of knowledge has changed over time. Through literary review, it presents an overview of the inner mechanisms that make Wikipedia work, and delves into its complex power relations in an attempt to determine possible structural manifestations of article bias.
Based on the significance of the knowledge gap, which is the lack of significant sources about an event between the period when the news are published and further academic studies are developed, five Wikipedia articles with topics related to a current socio-political event are chosen for study.
Two aspects of information storage within Wikipedia articles are studied:
First, according to Laclau’s understanding of discourse as a system of signs that receive their meaning through articulation, which is a process that is understood as a conflict between individuals whose goal is to impose a particular understanding of the world; content disputes within Wikipedia discussion pages are analyzed and categorized using the work of Kriplean et al. on power plays, which are defined as ways for groups of contributors to claim legitimate control over content through the discourse of Wikipedia policy.
Secondly, based on Van Dijk’s understanding that macro-notions such as group or institutional power and dominance, as well as social inequality do not directly translate to typical micro-notions such as text, talk or communicative interaction; along with his notion that specific text production is based on mental representations that are shaped by existing knowledge and by variable or shared general attitudes or ideologies; prevailing sources within the Wikipedia articles, as well as those used in order to get the upper hand during content disputes, are selected for analysis because they better portray such social cognition models or mental representations than the characteristics of disputing editors’ text.
In order to analyze the sources, the domains of used references are extracted from the chosen articles using a simple python script and are subsequently coded manually based on their geographical origin and their type, such as newspaper, financial institution, governmental or non-governmental organization, academic paper etc. The resulting data is categorized and put into perspective in search for possible trends that could show cognitive bias that might influence the general outcome of the articles.
Based on the initial literary review on the way Wikipedia works and how it is defined, the study of power relations within Wikipedia, and the analysis of the content disputes and the origin and type of prevalent sources; results show that even if Wikipedia offers new ways in which knowledge is gathered, stored and published, its legitimacy is still strongly dependent upon traditional journalistic models, which have their own inherent forms of bias.
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Sargeant, Cora Castielle. "Examining the relationship between sources of self-concept and forms of aggression in adolescence." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/358528/.
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This thesis investigates the relationship between forms of self-concept and forms of aggression in adolescence. The relationship between self-esteem and aggression has been inconsistent in research, with both high and low self-esteem found to be related to aggression. The first paper presented here reviews the literature in the field and finds that this relationship becomes clearer when self-esteem is conceptualised in terms of a dual processing model, consisting of both explicit and implicit forms. The relationship with aggression is strongest when high explicit self-esteem is combined with low implicit self-esteem, as it is in narcissism. The literature review demonstrates that because of this, narcissism provides a better predictor of forms of aggression than the dual processing model of self-esteem can alone. Implications for future research and educational practice are discussed, with a particular emphasis on the need for future research to investigate the emerging link between narcissism and bullying. The second paper presented here reports an empirical study investigating the relationship between adaptive (i.e., leadership, self-sufficiency) and maladaptive (i.e., the tendency to exploit others, exhibitionism, entitlement) forms of narcissism and bullying as well as the possible mechanisms through which they are related. We surveyed 388 UK adolescents (160 boys, 190 girls) using measures of narcissism, bullying behaviour, affective and cognitive empathy, and need for power. Results highlighted that both adaptive and maladaptive narcissism were predictive of bullying for both male and female participants. We found that this relationship was not mediated by either cognitive or affective empathy, but that it was significantly mediated by a need for power. The study highlights the need for future research to begin to design and test interventions targeting the bullying associated with different forms of narcissism individually.
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Hein, Karl Joseph. "Ernst Cassirer's Philosophy of Symbolic Forms and the Dialectical Problem of Knowledge." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/371545.
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Philosophy<br>Ph.D.<br>This dissertation explores the problem of how knowledge is possible, given that knowledge is necessarily rooted in the reality of the knower. The Kantian critical philosophy defeats Humean skepticism by demonstrating the a priori necessity of certain categorical functions at the root of all human cognition, but ultimately results in merely shifting the problem of certainty to these same functions. Ernst Cassirer’s Philosophy of Symbolic Forms seeks to extend the critical philosophy of Kant beyond the limits of theoretical thinking, and thereby broadens the functional foundations of cognition to include all symbolic modes of thinking in a unified system of human cognition. However, this expansion of the system of knowledge only serves to further highlight the fundamental problem of how knowledge of any sort can be a “symbol” of reality, when the symbolic form that produces that symbol always involves the mediation of reality in some way. This general problem is described throughout Cassirer’s writings in terms of a dialectic of spirit (Geist) and life (Leben), which, he argues, is the fundamental dialectic to which all other oppositions in the history of metaphysics can ultimately be reduced. In the present work, the nature of this dialectic is described and tied to the general problem of knowledge within any systematic critical philosophy, as seen in Cassirer’s philosophy as well as the works of Peirce, Kierkegaard, Nietzsche, and Wittgenstein. Through this discussion, Cassirer’s own esoteric conception of a monadic metaphysics will be revealed, and the key importance of freedom as a solution to this dialectic will be drawn from his interpretation of earlier philosophers, particularly Nicolaus Cusanus.<br>Temple University--Theses
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Bruneau, Quentin. "Knowing sovereigns : forms of knowledge and the changing practice of sovereign lending." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:127b0026-030f-417d-9cb8-f871936d6227.
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This thesis examines how sovereign lending, i.e. the practice of lending capital to sovereigns, has changed since the early nineteenth century. It tackles this question by investigating how lenders have thought about sovereigns for the past two centuries, focusing on the tools they have used to know and represent them. I argue that there was a critical shift in the early twentieth century in terms of the kinds of knowledge lenders deployed to know sovereigns. This shift differentiates the old sovereign lending from the new. In the old sovereign lending, merchant banking families such as the Rothschilds knew sovereigns through intensely personal relations based on gentility, whereas in the new sovereign lending, joint stock banks, credit rating agencies and international institutions largely came to know sovereigns through statistics. Though difficult to imagine nowadays, the description of sovereigns through quantifiable facts (the original definition of 'statistics') was revolutionary for early twentieth century lenders. Despite constituting the origins of sovereign credit ratings, this key shift has been overlooked in all major studies about sovereign debt. The new sovereign lending rose to prominence from the interwar period to the 1970s and now defines our world. The identification of this crucial shift is based on the development and application of the concept of forms of knowledge. Forms of knowledge refer to enduring ways of knowing and representing the constituent units of the international system used by international practitioners (e.g. diplomats, military strategists, financiers, and international lawyers). Examples of forms of knowledge include, but are not limited to, modern cartography, international treaties, statistics, gentility, and heraldry. The use of this concept is that it leads to a better understanding of how international practitioners and their practices undergo radical changes. In so doing, it provides a firmer empirical grasp on the question of how fundamental discontinuities arise in international relations.
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Gröndahl, Louise. "Public knowledge of digital cookies : Exploring the design of cookie consent forms." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-281888.
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Forms for consent regarding the use of digital cookies are currently used by websites to convey the information about the use of digital cookies on the visited website. However, the design of these consent forms is not entirely right according to the directives of the General Data Protection Regulation and also not optimal seen from a user's perspective. They often lack options and the informational text is often too brief within the form. As a user, that might make it difficult to understand what it is you accept and what the consequences could be for your personal data. Based on the directives given for the digital cookie consent form, it becomes clear that many do not meet the requirements. The question therefore arise, which factors make a cookie consent form successful, concerning how well a user understands the content and is aware of his/her choice of action? To answer that question, a quantitative- and a qualitative study was conducted. The quantitative study examined people's current understanding and perception about digital cookie forms. The results of that study were then used in the qualitative study to develop prototypes producing new cookie consent forms which were then examined with a usability test. The study presents five factors that contribute to a cookie consent form to be considered successful from the user's perspective in understanding the content and making an active choice. These factors are text, options, full-page consent form, active choice and trustworthiness. These five factors can independently increase the user experience of a form, although, all should be accounted for for better results. The various factors together contribute to a form that complies with different directives and laws, but above all, helps users get a better experience of understanding what they approve of and the feeling of making an active choice.<br>Formulär för samtycke till användandet av digitala kakor (cookies) används idag av hemsidor för att förmedla informationen om användningen av digitala kakor på den besökta hemsidan. Utformningen av dessa samtyckesformulär är däremot inte alltid helt korrekta enligt direktiven från the General Data Protection Regulation och inte heller optimala sett utifrån en användares perspektiv. De saknas ofta valmöjligheter och information är ofta kortfattad inom formuläret. Som användare, kan det därför vara svårt att förstå vad det är man godkänner och vilka konsekvenser det innebär för ens personliga data. Utifrån de direktiv som ges för utformningen av formulären för samtycke till användandet av digitala kakor blir det tydligt att många inte uppnår kraven. Frågan blir därför vilka faktorer som gör att ett formulär blir framgångsrikt i den aspekt att användaren förstår innehållet och är medveten om sitt val? För att svara på denna fråga gjordes en kvantitativ studie och en kvalitativ studie. Den kvantitativa studien undersökte människors nuvarande förståelse och känsla om formulär för digitala kakor. Resultatet användes denna studie använde sedan i den kvalitativa studien i form av prototyper föreställande nya formulär som sedan undersöktes i ett användartest. Studien resulterade i att fem faktorer visade sig vara avgörande för att ett samtyckesformulär för digitala kakor ska anses framgångsrikt utifrån användarens perspektiv med att förstå innehållet och göra ett aktivt val. Dessa faktorer är, text, alternativ, heltäckande sida av formulär, aktivt val och pålitlighet. Dessa fem faktorer kan enskilt förhöja användarupplevelsen av ett formulär, dock bör man ta hänsyn till alla för ett bästa resultat. De olika faktorerna bidrar tillsammans till ett formulär som följer olika direktiv och lagar men framförallt bidrar till att användarna får en bättre upplevelse med att förstå vad de godkänner och känslan av att göra ett medvetet val.
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Wilson, Laurie M. "Sources of knowledge acquisition : perspectives of the high school teachercoach." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112596.
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The purpose of this study was to investigate sources of knowledge acquisition of high school team sport coaches. Six teacher/coaches were interviewed using a semi-structured open-ended interview format. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the data. Results revealed three higher-order categories: (a) sources of knowledge acquisition, which highlighted the different ways coaches acquired their knowledge, including their physical education teacher training, observations and interactions with other coaches, as well as clinics and books; (b) personal and contextual factors, which included the internal and external factors influencing coaches' motivation and commitment to coach, including the challenges faced when teaching and/or coaching; (c) coaching tasks and duties which highlighted coaches' interactions with athletes, as well as their approach to training and competition. Interestingly, many of the findings in the current study were similar to those highlighted in previous studies pertaining to elite coach development, regardless of their undergraduate physical education teacher education (PETE) program or the fact that this sample was coaching high school athletes. However, results provided evidence to support the relative importance of practical coaching experience and interactions with other coaches as central in the development of these coaches. From a practical perspective, these findings could potentially enhance the quality and standard of formal coach education and PETE programs by incorporating more practical elements into the training of coaches and teacher/coaches.
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Pasley, Robert Charles. "Defining vernacular regions using knowledge from unstructured web data sources." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538016.
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Lee, Ahreum. "DIVERSIFYING SOURCES OF KNOWLEDGE, INNOVATION CAPABILITY BUILDING, AND CATCH UP." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/462858.
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Business Administration/International Business Administration<br>Ph.D.<br>This dissertation consists of three essays examining the role of connectivity in the catch-up process of a nation primarily focusing on East Asian countries. Specifically, I investigate the sourcing of knowledge, especially tacit knowledge, on local innovation capability building and thus catch-up process of a nation. I argue that for any country, sourcing from the diverse pools of tacit knowledge available in different parts of the world is a crucial requirement in maintaining a robust innovation eco-system. This becomes much more important in the catch-up process of a less-developed or emerging economy that is attempting to build local innovation capability. In the first chapter, I lay the theoretical groundwork for the dissertation by reviewing how existing studies have contributed to our understanding of the catch-up process of an economy. Then, in the second chapter, I explore how the openness of an economy underpins contrasting economic outcomes by comparing the economies of South Korea and Brazil. The third chapter emphasizes that the connectivity to the global innovation system is equally important for a more advanced economy such as Japan. Lack of such connectivity could lead to systemic “lock-in” in the long term. This is done by investigating the national systems of innovation of Japan in four knowledge-intensive industries: automotive, electronics, robotics and pharmaceuticals. Using patent data, I demonstrate that compared to other advanced countries such as Germany and Denmark, the Japanese innovation system is quite closed. I speculate that closedness to global innovation systems could be one of the reasons for Japan’s prolonged economic recession and the underperformance of its once world leading firms. The fourth chapter proposes an alternative catch-up strategy by investigating the innovation catch-up processes in Korea and Taiwan. These two Asian economies achieved developed status in a remarkably short period of time. Surprisingly, I found that these two countries are not well-connected to the rest of the world when it comes to innovation networks. These two countries achieved innovation catch-up rapidly by focusing on specific technologies that inherently require less reliance on learning through co-inventor networks. These technologies are the so-called “short cycle” technologies, i.e., technologies where the time period between innovation and maturation is very short. Therefore, relatively advanced technologies can be obtained in an “off-the-shelf” manner through outright purchase, licensing, and other means that do not require in-house wholly-owned innovation systems.<br>Temple University--Theses
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Waters, Gillian Margaret. "The limits of young children's understanding of sources of knowledge." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/506/.
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Seven experiments determined whether young children's comprehension of aspectuality, when acquired, was robust enough to cope with demands and variations to the task. Four to 5-year-olds were able to choose whether to look or feel to find out information about a hidden item that was identifiable by sight or touch (Experiments 2 & 7). However, they had difficulty when the test question did not directly refer to a perceptual aspect of the target item (Experiment 7). Four to 6-year-olds coped well with irrelevant verbal descriptions of the items included in the test question (Experiments 2 & 3). Five and 6-year-old‟s performed well whether the target had to be discovered or located (Experiment 1) but had difficulty when irrelevant partially differentiating information was included in the array of items (Experiments 3 & 4) and when they received verbal pre-trial experience of the items (Experiments 5 & 6). In conclusion, children depended on their recall of their pre-trial experience of the items, even when it was unnecessary to do so. They had difficulty recognizing the relevance of verbal information and problems recalling it. Hence, their understanding of sources of knowledge is limited until at least 7 years of age.
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Lopes, Cristina Alexandra Grilo. "Learning effect : what sources of knowledge determine spin-offs performance?" Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/13402.
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Mestrado em Finanças<br>A literatura sugere que novas empresas criadas por indivíduos que anteriormente trabalhavam no mesmo sector, denominadas de spin-offs, apresentam um desempenho superior relativamente às outras. Este estudo tem como objectivo explicar a elevada performance dos spin-offs com base na teoria do efeito de aprendizagem (learning effect theory). Na sequência dessa teoria, sugere-se que os fundadores de spin-offs aprendem e transferem conhecimento da sua empresa-mãe, que por sua vez irá afectar o seu desempenho económico em termos de sobrevivência no mercado e crescimento. De modo a analisar o impacto da aprendizagem e transferência de conhecimento nos spin-offs, começou-se por categorizar e medir diferentes tipos de conhecimentos acumulados pelo fundador enquanto trabalhava na empresa-mãe. Este estudo focou-se nos conhecimentos de mercado e tecnológico. De seguida, avaliou-se de que forma esses conhecimentos específicos afectam o desempenho dos spin-offs.
A análise baseou-se em duas bases de dados: Quadros de Pessoal e outra que contempla dados financeiros. Utilizando ambas as bases de dados foi possível obter a informação que associa empresas e fundadores a dados financeiros das respectivas empresas.
Os resultados sugerem que, ao contrário do que se esperava, apenas o conhecimento de tecnologia tem um impacto significativo no desempenho dos spin-offs em termos de sobrevivência e crescimento, aumentando a probabilidade do spin-off sobreviver no mercado em 8,13% e aumentando a sua taxa de crescimento em 10,5%. Por outro lado, o conhecimento de mercado aparentemente não tem impacto significativo no desempenho dos spin-offs, tanto em termos de sobrevivência como em termos de crescimento.<br>Previous literature suggests that new firms established by entrepreneurs that previously worked in the same industry, also known as spin-offs, perform better than other entrants. In this study we try to explain their superior performance based on the learning effect theory. We suggest that the founders of spin-offs learn and transfer knowledge from their parent firm to their new ventures, affecting ventures survival and growth. In order to analyze this, we start by categorizing and measuring different types of knowledge accumulated by the founder while working in the parent firm. We focus only in market and technological knowledge. Then, we test how these specific knowledge attributes affect spin-offs' performance.
To perform our analysis, we draw on two rich datasets: matched employer-employee database and one financial database. With these databases, we have access to micro-level data on firms and founders combined with firm's financial data.
Our results suggest that, in the opposite of what we were expecting, only technological knowledge has a significant impact on spin-offs' performance in terms of survival and growth, increasing their probability of surviving by 8,13% and increasing their growth by 10,5%. In the other hand, market knowledge has no significant impact on spin-off's performance either in terms of survival or growth.<br>info:eu-repo/semantics/publishedVersion
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Kiongo, Simon Chege. "Potato (Solanum tuberosum L.) response to nitrogen forms and phosphorus sources in different soil types." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/77834.
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Potato (Solanum tuberosum L.) is one of the most important tuber crops globally and is classified amongst the most crucial food crops in Africa. South Africa has a very vibrant potato industry, producing about 2.5 million tonnes every year, with quantities bettered only by Algeria and Egypt.
Potato production is very expensive (R150 000 ha-1), with fertilizers contributing 20%. Potato is highly reliant on steady nutrient supply and any deficiencies result in poor yield. Potato fertilizer demand is higher than that of other crops such as cereals and it has a very unique demand for phosphorus (P), which is vital from its early development to maturity. In addition, potato has a very shallow root system, which compromises P uptake, making most potato cultivars ineffective in nutrient uptake. Therefore, high P fertilizer rates are applied of which <20% is utilized by plants within a few days after application and about a further 4% within the next 10 days, mostly due to fixation.
The production of P fertilizer, such as super phosphate (SP) is energy-consuming, costly and emits fluorine. There is also a risk of cadmium (Cd) accumulation in soils and plants due to the heavy fertilisation, posing a risk to human health, animals and aquatic life. Runoff phosphorus leads to eutrophication of water bodies. In addition, P fertilizer production is severely threatened by declining rock phosphate (RP) reserves, expected to hit a low by 2200. This will result in a hike in P fertiliser prices as miners move to low concentration ores. The high demand of P in potato, the environmental and human health risks, the high costs and declining reserves, all call for prudent and sustainable management of P in potato production.
Nitrate and ammonium results in contrasting plant metabolism and growth. Most importantly through rhizosphere modification where ammonium supply results in reduced soil pH while nitrate results in increased soil pH. The pH reduction in ammonium supplied soils increases P dissolution and availability while the opposite is noted in nitrate. Most of the studies in this phosphorus-nitrogen interaction have been conducted on tree species, grasses and cereal crops with little done on tuber crops. In addition, the application of RP directly to plants could help cut the emissions, processing costs and environmental contamination associated with chemical P fertiliser production. There is, therefore, an urgent need to develop P fertilizer management systems to effectively manage this finite resource by improving its use efficiency for maximum yield at optimum application rates.
To attain this objective, two experiments were conducted, namely a laboratory study to investigate the interaction between nitrogen forms and phosphorus sources in soil columns without a test crop, and a glasshouse pot trial to investigate the same interaction with potato as test crop.
The column study treatments comprised of two soil types, N supplied as ammonium or nitrate and three P sources (SP, RP and a P0) to give 12 treatments that were replicated four times to give 48 columns. Mechanical dry packing method was used. The columns were leached with one pore volume over four watering events (1, 21, 42 and 63 days) and terminated on day 90. The leachate was collected in glass bottles at the column bases and analysed for pH, phosphorus, calcium, potassium and magnesium contents.
A glasshouse pot trial was set up at the University of Pretoria Experimental Farm with potato cultivar Mondial as the test crop over two seasons, with a high and low initial soil P in season one and two, respectively. One minituber was planted per 10 litre pot. Watering was done using a pressure compensated drip irrigation system. Data was collected at tuber initiation (TI) and at the end of the season (ES). Parameters assessed included plant height, dry masses, number of tubers initiated, yield, leaf tissue and soil P status.
Significant phosphorus-nitrogen interactions occurred on most assessed parameters in both trials. The exceptions were pH, potassium, phosphorus, calcium and magnesium levels, at some stages of the column study. Significant phosphorus-nitrogen interactions were noted at all watering events for both soil and leachate pH, phosphorus, potassium, calcium and magnesium concentration. In the pot trial, significant phosphorus-nitrogen interactions were noted for most of the plant measurements at both the TI and ES assessment periods with a few exceptions. Ammonium + SP produced the highest tuber initiation rate and final yield, as well as highest tissue and plant available P levels in both seasons.
In the leachate and soils at the end of the column study, as well as at both stages assessed in the pot trial, ammonium treatments tended to have higher P contents. In the pot trial, ammonium treatments gave taller plants, but with lower dry mass compared to nitrate. Nitrate treatments had higher soil and leachate pH compared to ammonium treatments in both trials. Plants supplied with SP tended to have longer haulms and roots, higher haulm and root biomass and higher yield compared to treatments with RP and P0.
The findings of these trials indicated that ammonium results in higher phosphorus dissolution (with or without a crop) and uptake by plants due to increased soil acidity. The resulting effect on potato crop is an increase in the number of tubers initiated and higher yields.
However, the positive effect of ammonium was mostly achieved in combination with superphosphate. Rock phosphate, despite the increased yields, compared to treatments without P, gave inferior plant performance and is therefore not a worthy substitute for superphosphate.<br>Dissertation (MSc (Agric))--University of Pretoria, 2020.<br>Plant Production and Soil Science<br>MSc (Agric)<br>Unrestricted
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Leroy, Gondy A. "Facilitating knowledge discovery by integrating bottom-up and top-down knowledge sources: A text mining approach." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280294.
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This dissertation aims to discover synergistic combinations of top-down (ontologies), interactive (relevance feedback), and bottom-up (machine learning) knowledge encoding techniques for text mining. The strength of machine learning techniques lies in their coverage and efficiency because they can discover new knowledge without human intervention. The output, however, is often imprecise and irrelevant. Human knowledge, top-down or interactively encoded, may remedy this. The research question addressed is if knowledge discovery can become more precise and relevant with hybrid systems. Three different combinations are evaluated. The first study investigates an ontology, the Unified Medical Language System (UMLS), combined with an automatically created thesaurus to dynamically adjust the thesaurus' output. The augmented thesaurus was added to a medical, meta-search portal as a keyword suggester and compared with the unmodified thesaurus and UMLS. Users preferred the hybrid approach. Thus, the combination of the ontology with the thesaurus was better than the components separately. The second study investigates implicit relevance feedback combined with genetic algorithms designed to adjust user queries for online searching. These were compared with pure relevance feedback algorithms. Users were divided into groups based on their overall performance. The genetic algorithm significantly helped low achievers, but hindered high achievers. Thus, the interactively elicited knowledge from relevance feedback was judged insufficient to guide machine learning for all users. The final study investigates ontologies combined with two natural language processing techniques: a shallow parser and an automatically created thesaurus. Both capture relations between phrases in biomedical text. Qualified researchers found all terms to be precise; however, terms that belonged to ontologies were more relevant. Parser relations were all precise. Thesaurus relations were less precise, but precision improved for relations that had their terms represented in ontologies. Thus, this integration of ontologies with natural language processing provided good results. In general, it was concluded that top-down encoded knowledge could be effectively integrated with bottom-up encoded knowledge for knowledge discovery in text. This is particularly relevant to business fields, which are text and knowledge intensive. In the future, it will be worthwhile to extend the parser and also to test similar hybrid approaches for data mining.
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NUNES, CELIA MARIA FERNANDES. "THE EXPERIENCE KNOWLEDGE OF INITIAL SERIES TEACHERS: PRODUCTION CONDITIONS AND FORMS OF MANIFESTATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5485@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Esta tese se insere no campo de estudos sobre saber docente
e tem como objeto de investigação especificamente o saber
da experiên cia. Trata-se de tema ainda pouco explorado
pela literatura especializada em que pese a contribuição no
plano teórico de autores como Maurice Tardif, Claude
Lessard, Clermont Gauthier, Philippe Perrenoud referências
chaves em nossa pesquisa. Do ponto de vista do recorte,
privilegiamos as condições de produção do saber da
experiência e suas formas de manifestação inscritas na
prática docente de professores de séries iniciais, de uma
escola pública bem sucedida situada na cidade de Mariana,
interior de Minas Gerais. Foram utilizados os seguintes
instrumentos de pesquisa: observação das práticas
pedagógicas de oito professores tomando como lócus a
sala de aula, entrevistas semidiretivas com a diretora,
supervisora e doze professores além de questionário
aplicado aos professores. Com a análise dos dados foi
possível identificar na prática docente destes professores
a manifestação de uma pluralidade de saberes com os quais
os professores se relacionam de forma diferenciada.
Percebemos que o saber da experiência vai ser produzido em
um movimento onde o professor a partir das condições de seu
trabalho articula os diferentes saberes que a prática e os
anos de carreira lhe proporcionaram. Esse saber da
experiência construído pelos professores se manifesta
através das rotinas, improvisações e estratégias de
trabalho por meio da mobilização do habitus que
no aporte bourdiano representa uma gramática reguladora de
práticas. Concluímos afirmando que embora o saber da
experiência possa ser considerado como um tipo de saber
docente, não pode ser mensurável, engarrafado ou
encapsulado. Ele é composto pelo saber do quê e do como
ensinar que o professor adquiriu e construiu durante a sua
carreira com as condições próprias de seu trabalho. Esse
saber vai se ampliando na medida em que o professor, em seu
cotidiano, se depara com situações inéditas e se questiona
sobre a utilização dos conhecimentos adquiridos na sua
formação. A existência desse saber é reconhecida pelos
professores que relatam recorrer a ele constantemente,
construindo-o em suas práticas cotidianas e incrementando a
sua formação e o seu trabalho.<br>This dissertation is inserted in the subject area of
teacher`s knowledge and has as investigation object
specifically the experience knowledge. It is still a theme
few explored by specialized literature in spite of
theoretical contributions from authors as Maurice Tardif,
Claude Lessard, Clermont Gauthier, Philippe Perrenoud, key
references in our research. Through the focus of this
research, we privileged the production conditions and
manifestation forms of the experience knowledge, which take
place in teachers practice from initial series, of a
successful public school located in the town of Mariana, in
the state of Minas Gerais. The data were collected trough
the following research instruments: observation of eight
teachers pedagogical practices taking as locus the
classroom, semi-directive interviews with the principal,
supervisor and twelve teachers besides questionnaires
answered by these teachers. With the data analysis it was
possible to identify in these teachers practice the
manifestation of a plurality of knowledge which teachers
related itself in a differentiated way. We noticed that
the experience knowledge is produced in a movement where
the teacher, starting from the conditions of his work,
articulates different knowledge that practice and years of
career have provided. This experience knowledge built by
teachers reveals itself through routines, improvisations
and work strategies from the habitus mobilization that
represents a regulatory grammar of practices in Bourdieu`s
view. We concluded affirming that, although the experience
knowledge can be considered as a kind of teacher`s
knowledge, it cannot be measurable, bottled or
encapsulated. It is composed by the knowledge of what
and how to teach, knowledge the teacher acquired and built
during his career with the own conditions of his work. This
knowledge enlarges as the teacher, day by day, comes across
unexpected situations and questions himself about the use of
the acquired knowledge in his education. The existence of
that knowledge is recognized by the teachers that report
they counted constantly on it, building it in their daily
practices and increasing their education and working
conditions.
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Mezzenzana, Francesca. "Living through forms : similarity, knowledge and gender among the Pastaza Runa (Ecuadorian Amazon)." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3181/.
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In this thesis I explore the knowledge practices of the Pastaza Runa, an indigenous group of the Ecuadorian Amazon. A central claim in my work is that processes of knowledge acquisition among the Runa involve an acknowledgement that human bodies, as well as non-human ones, share a network of ‘likeness’. This is not to be located specifically in the possession of a soul nor in the ‘shared’ substance of the body. For the Runa, humans share with non-humans specific ‘patterns’ of action, which I call ‘forms’. Things can affect humans (and vice versa) because they share a certain formal resemblance. Such resemblance is not found in discrete entities, but rather in the movements between entities. As such, forms cannot be reduced to the physicality of a singular body: they are subject-less and inherently dynamic. The concept of forms developed in this thesis seeks to think about the relationship between human and objects in ways which go beyond ideas of ensoulment or subjectification. Such focus is central to my analysis of the relationship between humans and objects, and, in particular, between women and their ceramic pots. I explore the connection between women and pots by following closely the sequences of elaboration of ceramic vessels. Pottery making is intimately linked to women’s capacity for engendering novelty. I suggest that, for the Runa, the differentiation between women and men is not ‘made’ but rather given a priori. The ‘givenness’ of this difference has major implications for what one - as a Runa woman or man - can know or do. Thus, I explore how women, by virtue of their capacity for giving birth, are thought to be ‘inherently’ inclined towards ‘exteriority’. By virtue of such ‘outward’ propensity, women need to engage in processes of making knowledge visible to the eyes of others. This ‘exteriorizing’ process has important consequences for the ways men and women are respectively thought to become ‘acculturated’. Ultimately this work also aims to examine how processes of ‘change’ - a key concept in Amazonian cosmologies - are inevitably gender inflected.
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Ocampo-Corrales, Diego B. "On Renewable Energy Innovation and its Knowledge Flows’ Sources and Nature." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/670011.
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El núcleo de la tesis consta de tres capítulos en los que se explora la naturaleza de los flujos de conocimiento que influyen en la innovación en energías renovables. En los tres capítulos se utiliza información de patentes europeas a nivel regional para poder capturar el concepto de innovación. En el segundo capítulo explora la naturaleza de la base del conocimiento subyacente en las energías renovables. Se plantea que esta tecnología tiene un mayor contenido de conocimiento científico y abstracto que el resto de campos tecnológicos en general. Esta característica haría que, por un lado, el flujo de conocimiento desde la academia y ciencia sea más importante para la innovación en energías renovables que para el resto de innovación en general, y que por otro lado, el flujo de conocimiento no estaría tan restringido geográficamente, hecho que es un hallazgo común en la literatura. Empleando información de las citas hechas por las patentes para medir los flujos de conocimiento, se estima una función de producción de conocimiento. Se distingue entre el flujo del conocimiento desde el sector científico del proveniente del sector técnico. Los resultados muestran que el conocimiento proveniente de la ciencia es más importante para para la innovación en energías renovables que para el resto de innovación en general. También se halla evidencia de que los flujos de conocimiento provenientes del sector técnico que influyen en la innovación en energías renovables estarían menos constreñidos geográficamente que los que influyen en el resto de innovación en general. Este hallazgo se debería al mayor contenido de conocimiento abstracto y científico, que es más fácil de codificar y por lo tanto más fácil de transportar en el espacio.
El tercer capítulo estudia cómo diferentes fuentes de conocimiento pueden influir en que un inventor con experiencia previa en otros campos, patente en energías renovables. Se postula que un inventor puede adquirir conocimiento o ideas de tres fuentes: su red de coautores, la compañía en la que trabaja y de su ámbito local. Además, se plantea que en estas tres fuentes, un inventor podría ser influenciado por sus pares de forma directa, ya sea por un efecto ‘manada’ o porque ellos proporcionan conocimiento especializado sobre energías renovables que es necesario para producir tecnología en este campo. Se postula que las fuentes más cercanas de conocimiento, son las que influirían más en que un inventor se aventure en un campo en el que no tiene experiencia previa, pues las relaciones más cercanas facilitarían que fluya conocimiento más complejo. Por tal motivo, el conocimiento más importante provendría de la red de coautores. El análisis empírico se realza utilizando información de patentes, de la cual se identifica a los inventores, su centro de trabajo y la región donde radican, asi como su experiencia previa en innovación. Los resultados muestran que el factor más importante para que un inventor se aventure en innovar en energías renovables es tener en su red de coautores a algún inventor que haya patentado antes en energías renovables. Esto implicaría que para entrar en el campo de la innovación en energías renovables es importante contar con alguien con experiencia previa en dicho campo, pues podría ejercer influencia personal y también contribuir con conocimiento específico en este campo tecnológico.
Por último, el cuarto capítulo de la tesis ahonda en la relación de los diferentes tipos de distancia que podrían existir: distancia cognitiva, las formas distintas de entender un mismo fenómeno, distancia social, la interacción directa entre individuos basada en la confianza, distancia organizacional, las distintas reglas y normas que enmarcan las relaciones de los individuos entre distintas organizaciones, y distancia geográfica, la distancia física entre individuos. Se plantea que debe haber un equilibrio entre el conocimiento próximo y el conocimiento distante en términos cognitivos, pues el conocimiento próximo facilitaría el flujo de información, pero quizás redundante, mientras el distante aportaría ideas nuevas, pero quizás difíciles de comprender para los interlocutores. Se busca explicar si es el conocimiento próximo o distante el que influye en que un inventor experimentado patente por primera vez en energías renovables y de donde provendría este conocimiento (la red de coautores, la firma o el ámbito regional/local). Utilizando la clasificación tecnológica de las patentes se establece lo que sería conocimiento próximo o distante por medio de la coocurrencia de clases tecnológicas en las patentes. Asi, se construye que tan próximo y distante el conocimiento de un inventor con el de su red de coautores, de la compañía donde trabaja y del conocimiento de su entorno. También se mide que tan próximo está el conocimiento de un inventor respecto al conocimiento en energías renovables. El principal hallazgo es que el factor más importante para que un inventor patente en energías renovables sería que su propio conocimiento previo esté próximo al de energías renovables. Luego, el conocimiento de los coautores sería importante en tanto sea conocimiento distante. De esta forma se alcanzaría ese equilibrio entre conocimiento próximo (el del inventor) y conocimiento distante (el de los coautores) para innovar en un campo nuevo. La razón de esto sería que el conocimiento distante, podría ser transmitido por los coautores, pues ellos son quienes más relación tienen con un inventor, por tanto podrían transmitir conocimiento más complejo de entender.
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Ma, J. "Merging and revision of uncertain knowledge and information from multiple sources." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517104.
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Preiss, Judita. "Probabilistic word sense disambiguation : analysis and techniques for combining knowledge sources." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613902.
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Daly, Nancy Ann. "Recognition of words from their spellings : integration of multiple knowledge sources." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14791.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1987.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING.<br>This research was supported by the National Science Foundation and the Defense Advanced Research Projects Agency.<br>Bibliography: leaves 112-114.<br>by Nancy Ann Daly.<br>M.S.
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Barbosa, Ana Paula Franco Paes Leme. "Managing collaborative R&D with different types of knowledge sources." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-12062018-121650/.
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While several studies have shown the existence of dissimilarities among diverse types of external knowledge sources, little attention has been given to identifying the project management success factors that are most suitable for each of them. Based on a quantitative exploratory approach, this study examines the relationship between Success Factors is Collaborative R&D project management and project performance, examining evidence on the dichotomy of Science-based and Market-based knowledge sources. Performance here is a multidimensional construct bringing together several dimensions: Budget, Time Schedule, Technical Quality, Patents, Publications and Overall Success Performance. The Project Management set of success factors evaluated were related to Clearly Planning the Project, Mutually Agreeing on Project Plans, Progress Monitoring and Effective Communication. To optimize performance, our findings strongly suggest the need for an R&D project management approach contingent on external knowledge source. More specifically, Clearly Defining Expectations, Objectives and Responsibilities and Jointly Agreeing on Human Resources Characteristics improve the Technical Quality of the projects with Science-based sources. In projects with Market-based sources, Discussing the Sources of Conflict, Defining Appropriation Issues and Milestones, and doing these together improve the Schedule performance. No association of performance improvement with Project Progress Monitoring was identified in projects made exclusively with Science-based sources. Success factors for Effective Communication also show some different effects on performance by knowledge sources. Informal Communication is positively and significantly correlated to the Technical Quality of the project for Science-based sources; however, Having Pre-Defined Communication Strategies is correlated to performance only for Market-based sources. These findings contribute to practice in Collaborative Project Management, identifying success factors to be emphasized, depending on the type of knowledge source involved in the project.<br>Enquanto diversos estudos identificaram que existem dissimilaridades entre os vários tipos de fontes externas de conhecimento, pouca atenção foi dada a identificação dos fatores de sucesso em gestão de projetos que são mais adequados a cada uma delas. Com base em uma abordagem exploratória quantitativa, este estudo examina a relação entre os fatores de sucesso em gestão de projetos de P&D em colaboração e o desempenho desses projetos, evidenciando o dicotomia entre projetos realizados em colaboração com fontes de conhecimento de base científica e de base de mercado. Nesse estudo, Performance é um construto multidimensional que reúne várias dimensões: Custo, Prazo, Qualidade Técnica, Patentes, Publicações e uma Avaliação Geral de sucesso do resultado do projeto. O conjunto de fatores de sucesso em Gestão de Projetos avaliados estão relacionados a: Clareza no planejamento do projeto, Acordo conjunto sobre os planos do projeto, Monitoramento do progresso do projeto e a Eficácia na comunicação. Para otimizar a performance, nossos resultados reforçam a necessidade de uma abordagem contingencial em gestão de projetos. Mais especificamente, em projetos realizados em colaboração com fontes de conhecimento de base científica, a Clara definição de Expectativas, Objetivos e Responsabilidades e o Acordo conjunto sobre as características dos recursos humanos melhora a Qualidade Técnica do projeto. Em projetos realizados com fontes de conhecimento base de mercado, Discutir a fonte do conflito, Definir assuntos de apropriação e metas e fazer isso conjuntamente, melhora a performance relacionada ao tempo planejado para o projeto. Nenhuma associação de melhoria de performance relacionada ao uso de Monitoramento do Progresso do Projeto foi identificada em projetos feitos exclusivamente com fontes de base científica. Ações para a Eficácia da comunicação também apresentam alguns efeitos diferentes na performance segundo a fonte de conhecimento envolvida, já que Comunicação informal é positiva e significantemente correlacionada à Qualidade técnica do projeto na amostra de projetos realizados com fontes científicas; entretanto, ter Estratégias de comunicação pré-definidas é o que se correlaciona com a performance apenas em fontes de base de mercado. Tais resultados contribuem para a prática de gestão de projetos em colaboração, auxiliando a identificar fatores de sucesso a serem enfatizados considerando a fonte de conhecimento como variável moderadora.
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Osorio, Ricardo M. Tamayo. "Sources of dissociation in the forgetting trajectories of implicit and explicit knowledge." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2009. http://dx.doi.org/10.18452/15867.
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Die vorliegende Dissertation untersucht Dissoziationen zwischen Vergessensverläufen für implizites und explizites Wissen. Aus diesem Ansatz können sich wesentliche Einschränkungen ergeben in Bezug auf die Annahme, sowohl impliziten als auch expliziten Prozessen liege ein einziges Gedächtnissystem oder ein einziger Mechanismus zugrunde. Im theoretischen Teil der Arbeit wird implizites Wissen als Information definiert, die ohne Intention gelernt und abgerufen wird, und die generelle Bedeutung einfacher Dissoziationen für Theorien impliziten Wissens erklärt. Ich gebe einen Überblick über die wesentlichen Forschungsprogramme in Hinblick auf Funktionen, Prozesse, Entwicklung, neuronale Korrelate und Vergessensverläufe impliziten Wissens und lege dar, daß der Vergleich der Vergessensverläufe impliziten und expliziten Wissens eine graduelle Perspektive ermöglicht, die die mit an einem einzelnen isolierten Zeitpunkt beobachteten einfachen Dissoziationen verbundenen Probleme überwindet, und auch dazu beitragen kann, die Lücke zwischen der Forschung zum impliziten Lernen und zum impliziten Gedächtnis zu schließen. In einer Reihe von vier Experimenten wurden studentische Versuchsteilnehmer Regelhaftigkeiten in der Umwelt ausgesetzt, die in eine künstliche Grammatikaufgabe (AG) oder Wahlreaktionsaufgabe (SRT) eingebettet waren. Für den Vergleich der Vergessensverläufe wurde das implizite (aus motorischen Reaktionszeiten erschlossene) und explizite (auf Wiedererkennung basierte) Wissen der Versuchspersonen jeweils vor und nach einem Behaltensintervall erfaßt. Die Befunde zeigen, daß sowohl in der AG als auch der SRT explizites Wissen schneller zerfällt als implizites. Darüber hinaus lieferte eine Interferenz-Aufgabe, die anstelle des Behaltensintervalls eingesetzt wurde, das gleiche Dissoziationsmuster. Schließlich wurde anhand einer Reihe von Simulationen geprüft, ob ein komputationales Ein-Speicher-Modell (Shanks, Wilkinson, & Channon, 2003) die experimentellen Befunde erklären kann. Die Simulationen zeigen, daß das Modell nur dann in Übereinstimmung mit den Daten gebracht werden kann, wenn zwischen den verschiedenen Meßzeitpunkten Veränderungen in den Parametern (a) der gemeinsamen Repräsentationsstärke für implizites und explizites Wissen, und (b) der Reliabilität des expliziten Maßes eingeführt werden. Meine Dissertation schlägt also (1) einen konzeptuellen Rahmen für explizites und implizites Wissen vor, erbringt (2) neue empirische Belege für Dissoziationen zwischen den Vergessensverläufen dieser Wissensformen, und identifiziert (3) die spezifischen Randbedingungen für ein Ein-Speicher- bzw. Ein-Prozess-Modell.<br>In this dissertation I investigate dissociations in the forgetting patterns of implicit and explicit knowledge. I claim that this approach may provide significant constraints for the assumption that a single system or mechanism determines both implicit and explicit processes. In the theoretical part, I construe a definition of implicit knowledge as information learned and retrieved without intention. I also explain the general role of single dissociations in theories of implicit knowledge. And I present an overview of the main lines of research concerned with the functions, operation, development, neural substrates, and forgetting patterns of implicit knowledge. In general, I argue that comparing the forgetting patterns of implicit and explicit knowledge may be best regarded from a graded perspective and may usefully bridge the gap between research on implicit learning and implicit memory. In a series of 4 Experiments university students were exposed to environmental regularities embedded in artificial grammar (AG) and serial reaction time (SRT) tasks. To compare the forgetting patterns, participants’ implicit (motor-performance based) and explicit (recognition based) knowledge was assessed before and after a retention interval. Taken together, the results indicate that explicit knowledge decays faster than implicit knowledge in both AG and SRT tasks. Furthermore, an interference task introduced instead of a retention interval produced the same pattern of dissociations. Finally, I conducted a set of simulations to asses the ability of a single-system model (Shanks, Wilkinson, & Channon, 2003) to account for my experimental results. The simulations showed that the model best fits the empirical data by introducing changes in the parameters related to (a) the common knowledge strength (for implicit and implicit knowledge), and (b) the reliability for the explicit test. In sum, my dissertation (1) suggests a conceptual framework for implicit and explicit knowledge, (2) provides new empirical evidence of dissociations in their forgetting patterns, and (3) identifies specific boundary conditions for a single-system model.
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Varga, Andrea. "Exploiting domain knowledge for cross-domain text classification in heterogeneous data sources." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7538/.
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With the growing amount of data generated in large heterogeneous repositories (such as the Word Wide Web, corporate repositories, citation databases), there is an increased need for the end users to locate relevant information efficiently. Text Classification (TC) techniques provide automated means for classifying fragments of text (phrases, paragraphs or documents) into predefined semantic types, allowing an efficient way for organising and analysing such large document collections. Current approaches to TC rely on supervised learning, which perform well on the domains on which the TC system is built, but tend to adapt poorly to different domains. This thesis presents a body of work for exploring adaptive TC techniques across hetero- geneous corpora in large repositories with the goal of finding novel ways of bridging the gap across domains. The proposed approaches rely on the exploitation of domain knowledge for the derivation of stable cross-domain features. This thesis also investigates novel ways of estimating the performance of a TC classifier, by means of domain similarity measures. For this purpose, two novel knowledge-based similarity measures are proposed that capture the usefulness of the selected cross-domain features for cross-domain TC. The evaluation of these approaches and measures is presented on real world datasets against various strong baseline methods and content-based measures used in transfer learning. This thesis explores how domain knowledge can be used to enhance the representation of documents to address the lexical gap across the domains. Given that the effectiveness of a text classifier largely depends on the availability of annotated data, this thesis explores techniques which can leverage data from social knowledge sources (such as DBpedia and Freebase). Techniques are further presented, which explore the feasibility of exploiting different semantic graph structures from knowledge sources in order to create novel cross- domain features and domain similarity metrics. The methodologies presented provide a novel representation of documents, and exploit four wide coverage knowledge sources: DBpedia, Freebase, SNOMED-CT and MeSH. The contribution of this thesis demonstrates the feasibility of exploiting domain knowl- edge for adaptive TC and domain similarity, providing an enhanced representation of docu- ments with semantic information about entities, that can indeed reduce the lexical differences between domains.
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Louw, Graham. "Conceptualising differentiated forms of knowledge : the Medical (MBChB) curriculum of the University of Cape Town." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/14002.
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Includes bibliographical references (p. 97-101).<br>Two major features characterise the change to the Medical curriculum at the University of Cape Town, which occurred in 2002, namely: a traditional didactic approach to teaching was replaced by a problem-based learning programme, and the traditional biomedical model was replaced by a bio-psychosocial model, unofficially referred to as a bio-psychosocial / spiritual model by the staff. The change to the curriculum necessitated a lengthy process of planning and design, implementation, and continuous review. Crucial to this on-going process of curriculum review is a better understanding of how disciplinary knowledge is recontextualised into educational knowledge. This study is an investigation into the concepts of differentiated forms of knowledge that inform the Medical (MBChB) curriculum of the University of Cape Town (UCT). The object of this research project is to classify, describe and compare the forms of knowledge present in two selected subject areas, each made up of specific specialities (disciplines), within courses in Years 2 and 3 that form a major portion of the programme. Using the concepts of - hard and - soft‖ sciences (Natural Sciences versus the Humanities), two subjects were identified that fell into different quadrants of Biglan's classification of subjects (Biglan, 1973a,b). The two subjects chosen were Chemical Pathology and Culture, Psyche and Illness. Data were collected from course documentation, interviews with members of staff, and examples of assessments. These data were then analysed using Maton's legitimation code theory, which identifies four legitimation codes based on the Epistemic Relation (ER) and the Social Relation (SR), namely a Knowledge Code, a Knower Code, a Relativist Code, and an Élite Code. These four categories were used to determine what is valued in the two subjects, using the relative strength or weakness of each of ER, SR, classification and framing.
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Engel, Ezra Max. "Compact neutron sources for zero knowledge warhead verification via epithermal neutron transmission analysis." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123361.
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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Thesis: S.M., Massachusetts Institute of Technology, Department of Nuclear Science and Engineering, 2019<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 67-71).<br>In anarchic international environments, verification methods improve the viability of arms control agreements and disarmament measures by allowing party states to escape the security dilemma. However, warhead verification requires confident assurance of warhead authenticity while protecting design information about the interrogated object. Zeroknowledge physical cryptography provides a solution to the verification paradox by introducing system designs that do not require electronic information barriers and protect sensitive information during measurement. Compact epithermal neutron sources enable the verification process to occur on-site and minimize the security risk of transporting special nuclear material to dedicated verification facilities. Experimental results demonstrate the feasibility of a tomographic approach to zero-knowledge physical cryptography, and MC simulations offer promising results for compact epithermal neutron sources.<br>by Ezra Max Engel.<br>S.M.<br>S.M. Massachusetts Institute of Technology, Department of Nuclear Science and Engineering
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Acharya, Chandan. "Cooperative Strategy and Sources of Knowledge Integration Capability and Innovation: A Relational View." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862852/.
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Faced with the challenges to addressing the novelties of the changing business environments (e.g., new customer requirement, changes in customers taste and preferences, the introduction of new products or services by competitors), organizations seek to build collaboration among their employees who possess complementary knowledge. Integrating complementary knowledge enhances employees' ability to address environmental challenges and foster innovation. Despite the importance of knowledge integration for innovation, integration of such knowledge becomes difficult when employees lack a shared understanding of knowledge, and when the knowledge is newly generated. Because new knowledge is tacit in nature and highly personal to a particular individual, it is difficult to articulate, making knowledge integration (KI) an arduous task. Lack of shared understanding, the presence of new knowledge, and lack of common interests in employees creates three types of knowledge boundaries – syntactic (information processing) boundaries, semantic (interpretive) boundaries, and pragmatic (political) boundaries. The presence of knowledge boundaries makes it difficult for employees to share and access their knowledge with each other. To overcome the challenges related to the knowledge boundaries, employees use boundary-spanning objects, which are common lexicons, common meaning, and common interests, to share and access their knowledge across the boundaries.
Although prior studies have emphasized the importance of knowledge integration of various knowledge sources for innovations, examinations of what enhances KI capability of employees for organizational innovation remain limited. In addition, apart from Carlile, (2004) and Franco (2013), which are both case studies, other studies that examine the role of boundary spanning objects for knowledge integration are missing. The knowledge management literature also fails to measures (the success of common lexicons, common meaning, and common interests for achieving KI capability) boundary spanning objects. Therefore, in this study, new measurement items of boundary spanning objects and novelty are developed to test the hypotheses.
A survey-based design was used to collect data and measure the constructs examined in this study. Structural equation modeling (SEM) was used to test the direct relationship hypotheses. The moderation effects were tested using 1) multi-group analysis using hierarchical linear regression, and 2) relative weight of each boundary spanning object determining KI capability at the different levels of novelty. Evidence suggests that while common meaning and common interests positively influence KI capability, common lexicon does not have a statistically significant relationship with KI capability. The results also revealed that KI capability positively influences organizational innovation. Moreover, the results demonstrate that the strength of the relationship between boundary spanning objects and KI capability is different at the medium and the high level of novelty.
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Pasquinelli, Matteo. "The asymetrical condition : new forms of value accumulation and conflict between knowledge economy and network society." Thesis, Queen Mary, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542025.
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Ebner, Hannes. "Supporting loose forms of collaboration : Using Linked Data to realize an architecture for collective knowledge construction." Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144311.
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This thesis is driven by the motivation to explore a way of working collaboratively that closely reflects the World Wide Web (WWW), more specifically the potential of the Web architecture built on Semantic Web technologies and Linked Data. The goal is to describe a generic approach and architecture that satisfies the needs for loose collaboration and collective knowledge construction as exemplified by the applications described in this thesis. This thesis focuses on a contribution-centric architecture which allows for flexible applications that support loose forms of collaboration. The first research question deals with how Web-based collective knowledge construction can be supported. The second research question explores the characteristics of collective knowledge construction with respect to the Open World Assumption (OWA). The OWA implies that complete knowledge about a subject cannot be assumed at any time, which is one of the most fundamental properties of the WWW. The third research question investigates how Semantic Web technologies be used in order to support such a contribution-centric architecture. The thesis and its underlying publications are of a technical character and are always grounded in theoretical models and considerations that have led to functional implementations. The research has evolved in iterative development processes and was explicitly directed at building applications that can be used in collaborative settings and that are based on standardized Web technologies. One of the main outcomes, an information model, was developed together with such an application and provides a number of novel approaches in the context in which it was designed. The validity of the presented research is supported by evaluations from different perspectives: a list of implemented applications and showcases, results from structured interviews that have investigated the suitability for various resource annotation processes, as well as scalability aspects. The thesis concludes that it is ultimately up to the application how "loose" the collaboration should be and to which extent the OWA is incorporated. The presented architecture provides a toolkit to support the development of loosely collaborative applications. The showcased applications allow the construction of collaborative conceptual models and to collaboratively annotate educational resources. They show the potential of the used technology stack and the introduced contribution-centric architecture that sits on top if it.<br><p>QC 20140417</p>
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Hornstrom, Grete R. "Nutrition knowledge, practice, attitudes, and information sources of Mid-American Conference college softball players." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371845.
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Andersson, Niklas, and Jason Kimström. "ON THE ACQUISITION OF KNOWLEDGE AMONG ECO-INNOVATION FIRMS : THE INFLUENCE OF EXTERNAL SOURCES." Thesis, Högskolan i Halmstad, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27955.
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This study was conducted to explore the external sources of knowledge that are present around the eco-innovation firms. Our study has focused on eco-innovations with the aim to find sustainable solutions, leading the reduction in greenhouse gases, on the extraction of renewable energy sources, since studies have indicated a link between the industrialization and the impact on the climate. The purpose formulated for this study was to explore the external sources of knowledge that are present around the eco-innovation firms. By conducting this exploratory study we will contribute to existing research by adding empirical evidence to identifying what the external sources of knowledge are and further explore what kind of knowledge eco-innovation firms gain from these external sources. The participating companies in the study was chosen since they represent Swedish firms in the development of eco-innovations with the goal to minimize the environmental impact. We conducted the thesis with a qualitative approach and the empirical data was gathered from four different companies in the field of wave and tidal power. The four interviews were executed through telephone interviews with both the researches acting as interviewers. The respondents were either the CEO of the company or a board member, since these persons were most likely to possess the relevant information for this study. In our study we have found the external sources of knowledge to be of significant importance to the eco-innovation firms. Based on our theoretical framework, we have identified the external assets as suppliers, customers, competitors, governmental actors and research institutions. These external sources have different importance depending on the character of the knowledge that is gained. The external sources showed to contribute with important knowledge in areas of R&D capabilities, technology development, market orientation and regulation. By assessing the external sources of knowledge firms will unlock great potential knowledge that would otherwise be very costly. A conclusion was that as eco-innovation firms acquire knowledge by their external assets in parallel there are signals, unconsciously communicated going out to the external environment. Since our study has shown that academic experience among the founders seemed to have been helping the firms in their contact with governmental actors in order to attract subsidies and in the approval process for test sites, this indicates that what seems to be communicated from within the eco-innovation firms to their external environment is certain legitimacy, credibility and reputation that strengthen the relationship with governmental actors. This study was performed as a multiple case study on four different eco-innovation firms working with development of technology to extract energy from renewable energy sources in terms of wave and tidal power. Our choice to only interview one person on each firm, due to a limited time frame and resources, might make it hard to generalize the findings since there is a possibility of biased data. Other limitations that make it hard to draw to much from the results are the fact of focusing on a limited area on eco-innovation in only one country, since regulations play an important role this might differ between different countries.
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Bechtel, Donald Keith. "A Study to Identify the Knowledge Sources Used by Nine Elementary School Principals in Virginia." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28772.
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Educators often employ instructional approaches because of their customary use in the classroom, not because they are necessarily supported by validated evidence. Missing from leadership literature is an understanding specifically about elementary school principals' use of knowledge sources to support their instructional leadership. This study identified the knowledge sources used by nine elementary school principals, discovered the barriers they faced in using the sources, and revealed how they guided their teachers to use the sources. This study was guided by three research questions: (a) What are the knowledge sources used by elementary school principals in Virginia? (b) What are the barriers elementary school principals face to using the knowledge sources? (c) How do elementary school principals guide their teachers to use the sources? The elementary school principals completed extensive data analysis of students' Standards of Learning (SOL) test results and curriculum related benchmark test results to determine their students' instructional weaknesses and strengths. Despite the complexity of challenges such as students' poverty, mobility, and diversity, the elementary school principals conveyed a commitment to access the best current professional knowledge related to the curriculum, leadership, the brain, poverty, diversity, and motivation. Time constraints and funding limitations emerged as barriers for elementary school principals with using knowledge sources. The elementary school principals disseminated knowledge to teachers in a variety of formats. This study provides useful information to school system leaders, school board members, designers of principal preparation programs, and for professional organizations that seek to improve the profession by promoting evidence-based practices. The elementary school principals led with an overriding belief that all children could be successful. Their omnipresent spirit and motivating presence allowed their teachers to prevail despite significant contextual issues and identified instructional weaknesses related to their students. As head learners they accessed the best available knowledge sources and exemplified continuous professional enhancement. Results from SOL tests and curriculum based tests data were critically important knowledge sources. Data allowed the elementary school principals to lead teachers to make sound instructional decisions and enhance their pedagogical repertoires.<br>Ed. D.
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Howard, Stephen. "User aspects of case : discovering and using designers knowledge sources in trade-off decision making." Thesis, University of Wolverhampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319436.
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