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Kaiser, Alexander, and Florian Kragulj. "Generating Knowledge about Needs." Edition Donau-Universität Krems, 2016. http://epub.wu.ac.at/6511/1/knowledge.pdf.
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Boz, Nihat. "Interactions between knowledge of variables and knowledge about teaching variables." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/78995/.
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The purpose of this study is to find out Turkish prospective teachers' subject matter knowledge of variables and pedagogical content knowledge of variables and also the nature of the interactions between these two types of knowledge. One hundred and eighty four students participated in the study. Questionnaires were distributed to 2nd, 3rd, 4th year mathematics education faculty students of three different universities. The questionnaire included 16 fixed and open-ended questions about (a) the principal uses of variables, (b) the awareness about different roles of variables, (c) the flexibility, versatility and connectedness among the different roles and uses, and (d) ways of presenting the subject matter, (e) curriculum knowledge. As a follow-up study, ten students of different year groups who completed this questionnaire were interviewed. The outcome of this study is that prospective teachers have different perceptions of the notion of the variable which are reflected in their pedagogical content knowledge in a complex way. Results indicate that the majority of prospective teachers are successful in manipulating variables; however they have problems in moving flexibly between different meanings and representations. Concrete objects and numbers are identified as two main forms of analogies that they would use to explain ideas relating to manipulation of symbols. The results indicate that there is a complex interaction between subject matter knowledge of variables and pedagogical content knowledge which may involve the prospective teachers' own learning experiences, general pedagogical knowledge and the robustness of one type of knowledge.
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Bjerhem, Elin. "Knowledge is Power -About Swedish Politicians' Knowledge Concerning Migration Policy." Thesis, Malmö högskola, Institutionen för globala politiska studier (GPS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21123.
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Abstract:This thesis deals with Swedish politicians and their knowledge concerning migration policy. It investigates what knowledge the politicians have and from where they collect their knowledge on the mentioned topic. The study also investigates the politicians’ role as mediators of knowledge and the possible responsibilities connected to such a role.The main source for data has been interviews with six Swedish politicians, all members of parties, represented in the Swedish Parliament. To understand and be able to explain the results found, Sociology of Knowledge has been used as theoretical framework.The result of the thesis is that politicians in general, possess very little knowledge concerning migration policy. But, the current presence of the Swedish right wing party, Sverigedemokraterna, has changed the social code of the institutions that the politicians are members of and therefore many politicians have realized that they are in need of more knowledge, on the discussed topic. It was also found that the politicians have an important role as mediators of knowledge to the members of society. This role is connected to a responsibility of being correct and truthful in the statements made.
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Ho, Ngoc Duc. "Resource-Bounded Reasoning about Knowledge." Doctoral thesis, Universitätsbibliothek Leipzig, 2004. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-36935.
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Der Begriff ``Agent'' hat sich als eine sehr nützliche Abstraktion erwiesen, um verschiedene Problembereiche auf eine intuitive und natürliche Art und Weise zu konzeptualisieren. Intelligente Agenten haben daher Anwendung gefunden in verschiedenen Teilbereichen der Informatik. Zur Modellierung werden intelligente Agenten meist als intentionale Systeme aufgefaßt und mit Hilfe von mentalistischen Begriffen wie Wissen, Glauben (oder Überzeugung), Wunsch, Pflicht, Intention usw. beschrieben. Unter diesen mentalen Begriffen gehören die epistemischen Begriffe (d.h., Wissen und Glauben) zu den wichtigsten und wurden auch am intensivsten untersucht. Zur Modellierung von Wissen und Glauben werden in der Regel modale epistemische Logiken verwendet. Solche Systeme sind aber nicht geeignet, um ressourcenbeschränkte Agenten zu beschreiben, weil sie zu starke Annahmen bezüglich der Rationalität von Agenten machen. Zum Beispiel wird angenommen, daß Agenten alle logischen Wahrheiten sowie alle Konsequenzen seines Wissens kennen. Dieses Problem ist bekannt als das Problem der logischen Allwissenheit (``logical omniscience problem''). Da alle Agenten grundsätzlich nur über begrenzte Ressourcen (wie z.B. Zeit, Information, Speicherplatz) verfügen, können sie nur eine begrenzte Menge von Informationen verarbeiten. Daher müssen alternative Modelle entwickelt werden, um Agenten realistisch modellieren zu können (siehe Kapitel 2). Daß modale epistemische Logik für die Formalisierung des ressourcenbeschränkten Schließens (``resource-bounded reasoning'') nicht geeignet ist, wird als ein offenes Problem der Agententheorien anerkannt. Es gibt bisher aber keine brauchbaren Alternativen zur Modallogik. Die meisten Ansätze zur Lösung des logischen Allwissenheitsproblems versuchen, Wissen und Glauben mit Hilfe schwacher Modallogiken zu beschreiben. Solche Versuche sind nicht befriedigend, da sie eine willkürliche Einschränkung der Rationalität der Agenten zur Folge haben (siehe Kapitel 3). Mein Ziel ist es, einen Rahmen für das ressourcenbeschränktes Schließen über Wissen und Glauben zu entwickeln. Damit soll eine solide Grundlage für Theorien intelligenter Agenten geschaffen werden. Als Nebenergebnis wird das logische Allwissenheitsproblem auf eine sehr intuitive Art und Weise gelöst: obwohl Agenten rational sind und alle logischen Schlußregeln anwenden können, sind sie nicht logisch allwissend, weil ihnen nicht genügend Ressourcen zu Verfügung stehen, um alle logischen Konsequenzen ihres Wissens zu ziehen. Im Kapitel 4 wird eine Reihe von Logiken vorgestellt, die den Begriff des expliziten Wissens formalisieren. Es wird eine Lösung des Problems der logischen Allwissenheit der epistemischen Logik vorgeschlagen, die die Rationalität der Agenten nicht willkürlich einschränkt. Der Grundgedanke dabei ist der folgende. Ein Agent kennt die logischen Konsequenzen seines Wissens nur dann, wenn er sie tatsächlich hergeleitet hat. Wenn ein Agent alle Prämissen einer gültigen Schlußregel kennt, kennt er nicht notwendigerweise die Konklusion: er kennt sie nur nach der Anwendung der Regel. Wenn er den Schluß nicht ziehen kann, z.B. weil er nicht die notwendigen Ressourcen dazu hat, wird sein Wissen nicht um diese herleitbare Information erweitert. Die Herleitung neuer Informationen wird als die Ausführung mentaler Handlungen aufgefaßt. Mit Hilfe einer Variante der dynamischen Logik können diese Handlungen beschrieben werden. Im Kapitel 5 werden Systeme für das ressourcenbeschränkte Schließen über Wissen und Glauben entwickelt, die auch quantitative Bedingungen über die Verfügbarkeit von Ressourcen modellieren können. Mit Hilfe dieser Logiken können Situationen beschrieben werden, wo Agenten innerhalb einer bestimmten Zeitspanne entscheiden müssen, welche Handlungen sie ausführen sollen. Der Ansatz besteht darin, epistemische Logik mit Komplexitätstheorie zu verbinden. Mit Hilfe einer Komplexitätsanalyse kann ein Agent feststellen, ob ein bestimmtes Problem innerhalb vorgegebener Zeit lösbar ist. Auf der Grundlage dieses Wissens kann er dann die für die Situation geeignete Entscheidung treffen. Damit ist es gelungen, eine direkte Verbindung zwischen dem Wissen eines Agenten und der Verfügbarkeit seiner Ressourcen herzustellen<br>One of the principal goals of agent theories is to describe realistic, implementable agents, that is, those which have actually been constructed or are at least in principle implementable. That goal cannot be reached if the inherent resource-boundedness of agents is not treated correctly. Since the modal approach to epistemic logic is not suited to formalize resource-bounded reasoning, the issue of resource-boundedness remains one of the main foundational problems of any agent theory that is developed on the basis of modal epistemic logic. My work is an attempt to provide theories of agency with a more adequate epistemic foundation. It aims at developing theories of mental concepts that make much more realistic assumptions about agents than other theories. The guiding principle of my theory is that the capacities attributed to agents must be empirically verifiable, that is, it must be possible to construct artificial agents which satisfy the specifications determined by the theory. As a consequence, the unrealistic assumption that agents have unlimited reasoning capacities must be rejected. To achieve the goal of describing resource-bounded agents accurately, the cost of reasoning must be taken seriously. In the thesis I have developed a framework for modeling the relationship between knowledge, reasoning, and the availability of resources. I have argued that the correct form of an axiom for epistemic logic should be: if an agent knows all premises of a valid inference rule and if he performs the right reasoning, then he will know the conclusion as well. Because reasoning requires resources, it cannot be safely assumed that the agent can compute his knowledge if he does not have enough resources to perform the required reasoning. I have demonstrated that on the basis of that idea, the problems of traditional approaches can be avoided and rich epistemic logics can be developed which can account adequately for our intuitions about knowledge
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Gurajada, Navya. "Beliefs and knowledge about vegetarianism." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007gurajadan.pdf.
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Saliba, Gaylee (Gaylee Fouad). "Modeling knowledge about possession transfer." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53117.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.<br>Includes bibliographical references (leaf 74).<br>If we are to successfully create intelligent machines, it is essential to learn how to ground abstract notions, such as possession, in the physical world. In this work, I develop a model for the knowledge about possession transfer, which ties the abstract world to the physical world. The model grounds itself in spatial and time understanding, by making use of Borchardt's work on time space representations. The model identifies a list of 11 prominent possession transfer verbs and establishes a hierarchy to classify the other pertinent verbs. It also defines 6 dimensions for the possession space spanning physical possession, mental state, desire, IOU, money, and moving party. 19 TSR learning templates are developed as the representation for all the cases of all the prominent possession transfer verbs. The salient features of the verbs and their representations are identified. With these salient features, a decision-making tree is created. Near-miss learning is demonstrated to be a good learning technique for the system via 2 descriptive examples. I address the 10 questions and answers that the system can answer with my representation. In addition, 5 questions are addressed which cannot be answered. The correlation between the representation and visual events is discussed and explained with an example, proving how my representation can serve to aid a visual system in understanding the visual events it perceives in the environment.<br>by Gaylee Saliba.<br>M.Eng.
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Apseloff, Rebecca J. "Knowledge and Attitudes About Twins." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395149872.
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Noh, Lee Ho. "Increased knowledge of believers about evangelism /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1739866431&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2007.<br>Translated from Korean. Includes abstract and vita. Includes bibliographical references (leaves 153-161).
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LaTouche, Alina S. "East Harlem seniors' knowledge about ebola." Thesis, Icahn School of Medicine at Mount Sinai, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107190.
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<p>Older adults’ knowledge and perceptions about Ebola have not been previously explored in the literature. A survey, administered during the Ebola outbreak in 2014, was performed to capture East Harlem senior residents’ knowledge about Ebola and identify their major sources of information, their self-reported levels of trust in city officials, and whether or not they would follow officials’ directions. Results using frequency testing showed that senior respondents were not knowledgeable about disease transmission. The major trusted sources of information identified were television and newspapers. Overall, respondents trusted city officials and were very likely to follow city instructions. This study is important because it elucidates the need for better information to be more efficiently disseminated through media during a health emergency. </p>
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Gat, Erann. "Reasoning about knowledge using extensional logics." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/90971.
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When representing statements about knowledge in an extensional logic, it occasionally happens that undesired conclusions arise. Such extraneous conclusions are often the result of substitution of equals for equals or existential instantiation within intensional operators such as Know. In the past, efforts at solving this problem have centered on modifications to the logic. In this thesis, I propose a solution that leaves the logic intact and changes the representation of the statements instead.
The solution presented here has four main points: 1) Only propositions can be known. 2) Relations rather than functions should be used to describe objects. 3) Temporal reasoning is often necessary to represent many real world problems. 4) In cases where more than one label can apply to the same object, an agent's knowledge about labels must be explicitly represented.
When these guidelines are followed, statements about knowledge can be represented in standard first-order predicate logic in such a way that extraneous conclusions cannot be drawn. Standard first-order theorem provers (like Prolog) can then be used to solve problems which involve reasoning about knowledge<br>M.S.
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Gallie, Karen Ann. "Development of a knowledge about aging scale." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25395.
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The purpose of this study was to develop a reliable and valid knowledge about aging scale. Two hundred and ninety-eight subjects (128 males, 170 females) from the University of British Columbia, Simon Fraser University, and members of the general population, ranging from 17 to 65 years of age, and having 0 to 12 years of post secondary education, participated in this study. Subjects were chosen on the basis of having gerontological, versus no gerontological training.
Subjects responded to computer randomized Likert scale questionnaires consisting of the initial 60 item Proto Knowledge About Aging Scale, Palmore's Facts on Aging Quiz (FAQ), and Kogan's Old People Scale (OP).
Responses to the initial Proto scale were used to construct a psychometrically appropriate 40 item scale that consisted of three factor dimensions interpreted as Psychological, Biological Change, and Social Lifestyle/Histological Change. This 40 item scale had a Chronbach's alpha of 0.839 and a construct validity value of 0.701. Analysis of Covariance results indicated that the independent variables of age, gender, and years of post secondary education, had no significant extraneous confounding influence (p≤ 0.05) on Proto scale results. However, type of training did influence Proto scale results, with those subjects having gerontological training scoring significantly higher (Duncan's Multiple Range Test p≤ 0.05) than those with no gerontological training.
Investigation into Proto's scale characteristics were further analyzed in relation to the subjects in this investigation, Palmore's FAQ, and Kogan's OP scale, with discussion focussing on Proto's psychometric rigor as compared to Palmore's FAQ.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Ryan, Patricia Mary. "Teacher candidate knowledge about effective teaching research /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583621542.
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Hoek, Wiebe van der. "Modalities for reasoning about knowledge and quantities /." Utrecht, 1992. http://catalogue.bnf.fr/ark:/12148/cb356023112.
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Michel, Cedric. "Public Knowledge and Sentiments about Elite Deviance." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5075.
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A growing body of research has revealed that the financial cost and physical harmfulness of elite deviance overshadow the impact of street crime on society (Knowlton et al., 2011; Landrigan et al., 2002; Leigh, 2011; Lynch & Michalowski, 2006; Herbert & Landrigan, 2000; Rebovich & Jiandani, 2000; Reiman & Leighton, 2010). However, despite such discrepancies, crimes of the poor continue to outshine white-collar offenses in the news media (Barak, 1994; Barlow & Barlow, 2010; Ericson et al., 1991; Lynch & Michalowski, 2006; Lynch, Nalla & Miller, 1989; Lynch, Stretesky & Hammond, 2000), the criminal justice system (Calavita, Tillman, & Pontell, 1997; Maddan et al., 2011; Payne, Dabney, & Ekhomu, 2011; Tillman & Pontell, 1992) and even academia (Lynch, McGurrin & Fenwick, 2004; McGurrin, Jarrell, Jahn & Cochrane, 2013).
Surprisingly, scholarly efforts that have investigated societal response to crimes of the powerful have limited their field of inquiry to public opinions about white-collar crime (e.g., Huff, Desilets, & Kane, 2010; Kane & Wall, 2006; Rebovich et al., 2000; Schoepfer, Carmichael & Piquero, 2007, etc.). While these studies have provided valuable empirical evidence of a growing concern among Americans regarding the danger posed by elite offenses, their failure to include a valid measure of lay knowledge about white-collar crime significantly limits our ability to infer the extent to which the public is familiar with the scope and magnitude of this social issue.
The present study seeks to address such limitation by providing the first measure of public knowledge about elite deviance. Four hundred and eight participants completed an online questionnaire that comprised measures of respondents' knowledge and sentiments (i.e., perceived seriousness and punitiveness) about white-collar crime. Results of statistical analyses revealed that participants were not sufficiently informed about elite deviance and suggest the existence of popular "myths" about white-collar crime; more specifically, a substantial number of subjects were not inclined to acknowledge hard-earned empirical evidence such as the greater physical harmfulness of elite deviance over street crime and to recognize that some elite offenses - which they admit are common in underdeveloped nations (e.g., human trafficking) - can be committed in the United States with little to no legal repercussion for the perpetrators. Further, less knowledgeable subjects and "myth" adherers (including men, those with higher income levels, more politically conservative subjects, Republicans, conservative Protestants, and those who believed that white-collar offenders see no wrong in their actions) were often more lenient in their attitudes towards elite deviance, both in terms of perceived seriousness and punitiveness, compared with street crime. Theoretical and practical implications of these findings are thoroughly discussed.
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Ingevall, Markus. "Extending the Knowledge Machine." Thesis, Linköping University, Department of Computer and Information Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2427.
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<p>This master's thesis deals with a frame-based knowledge representa- tion language and system called The Knowledge Machine (KM), de- veloped by Peter Clark and Bruce Porter at the University of Texas at Austin. The purpose of the thesis is to show a number of ways of changing and extending KM to handle larger classes of reasoning tasks associated with reasoning about actions and change.</p>
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Kaiser, Alexander, Florian Fahrenbach, Florian Kragulj, and Thomas Grisold. "Towards a prioritization of needs to support decision making in organizational change processes." IEEE Computer Society Press, 2018. http://epub.wu.ac.at/5998/1/paper0555.pdf.
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The purpose of this paper is to introduce a decision support system to prioritize needs that are anchored in an organization. We build on a systems-thinking approach and develop a weighted additive index which considers different viewpoints of organizational stakeholders. First, we briefly review the literature about identifying and prioritizing needs from various scientific disciplines. Then, we use boundary critique to identify critical stakeholders that lead to three different viewpoints in the decision support system. The internal view reflects needs that members of the organization find important and urgent to be satisfied. The external view considers knowledge of outsiders, i.e. who do not work in the organization but are acquainted with it (e.g. experts, customers, facilitators). The systemic view considers system inherent interrelations of needs as perceived by decision makers in the organization. These stakeholder views get assessed by different dimensions, which are subsequently combined and weighted. Based on a method to identify needs, we apply this index in an case study conducted in Austria and discuss implications for theory and practice.
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Lee, Chang Woo. "Increasing knowledge about prayer in a small group /." Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=1014315051&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2005.<br>Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 184-187).
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Touthang, Seikhokam. "Increasing the knowledge of Asian immigrants about evangelism /." Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=1072514241&sid=2&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Miller, Amie Jacqueline. "Hospice Nurses- Attitudes and Knowledge about Pain Management." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4165.
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It has been well established that many people will suffer with pain at the end of life, and untreated pain contributes to reduced quality of life. Many barriers contribute to this issue including a lack of knowledge in nurses who care for dying patients. Many nurses in general practice settings do not possess adequate knowledge about basic pain management principles; and the same may be true about hospice nurses despite the assumption that hospice nurses are more adept at pain management. Contributing to this problem may be the attitudes that nurses, including hospice nurses, have regarding pain and its management. This study sought to identify the knowledge levels of hospice nurses. Because attitudes may affect the delivery of effective pain management, the study also sought to determine attitudes of hospice nurses regarding pain and its management. Thirty-five hospice nurses completed two instruments: The Pain Management Principles Assessment Test measured levels of knowledge and the Nurses Pain Management Attitude Survey determined attitudes. Data was analyzed using means, standard deviations, frequencies and percentages. A correlation between knowledge level and attitude was also calculated, along with a correlation between knowledge level and certification status. The overall mean knowledge score for the nurses studied was 21.74 (72.3%), which falls below accepted standards. The mean attitude score found was 82.34, which demonstrates only slightly positive attitudes. These findings support the idea that knowledge and attitude are not synonymous and that a nurse may have a positive attitude about the management of pain, without sufficient knowledge to effectively alleviate pain. It is often said that hospice nursing is a calling, and these are the nurses who are at the forefront of pain management. This study demonstrates that slightly more positive attitudes may indicate that this group of nurses is motivated to gain a better knowledge base. This should motivate hospices and other education institutions to incorporate more specific instruction regarding pain management into their curricula. Despite some common misconceptions pain does not have to be an unavoidable part of life, and with a better knowledge base hospice nurses could more effectively deliver compassionate, expert care.
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Lasso, de la Vega Ernesto. "AWARENESS, KNOWLEDGE, AND ATTITUDE ABOUT ENVIRONMENTAL EDUCATION: RESP." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2648.
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Over the last 30 years, environmental education has been part of the curriculum in Southwest Florida public schools. Curriculum objectives, such as, environmental attitude, knowledge, and awareness (AKA), have been investigated in the literature as ways to improve the overall behavior of future citizens toward the environment. The purpose of this study was to evaluate the aforementioned objectives among the following groups: environmental specialists, high school instructors, high school students, and the parents of the corresponding students in three Southwest Florida counties during the 2003-2004 school year. An instrument was developed to measure the groups' levels of awareness, knowledge, and attitude as well as their levels of self-efficacy. The returned surveys represented responses from: 27 environmental specialists, 15 high school instructors, 224 high school students, and 222 parents. This study found statistically significant differences among the groups regarding the levels of awareness, knowledge, and attitude as related to environmental issues. The environmental specialists scored highest for all AKA components as compared to the lowest levels presented by parent awareness, parent attitude, and high school student knowledge. In addition, factors such as socioeconomic status, ethnicity, and preference of leisure activities resulted in differences among the groups regarding their levels of environmental AKA. This study supports the evaluation of AKA levels among participants as an appropriate approach to the evaluation of environmental curriculum objectives. In addition, the study suggests a simplified measurement of AKA as an attempt to unify the parameters measured by numerous instruments found throughout environmental education literature. The results of this study may assist environmental specialists, instructors, and school districts in the evaluation of environmental education curricula.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction
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Hutchinson, Ben. "The automatic acquisition of knowledge about discourse connectives." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/852.
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This thesis considers the automatic acquisition of knowledge about discourse connectives. It focuses in particular on their semantic properties, and on the relationships that hold between them. There is a considerable body of theoretical and empirical work on discourse connectives. For example, Knott (1996) motivates a taxonomy of discourse connectives based on relationships between them, such as HYPONYMY and EXCLUSIVE, which are defined in terms of substitution tests. Such work requires either great theoretical insight or manual analysis of large quantities of data. As a result, to date no manual classification of English discourse connectives has achieved complete coverage. For example, Knott gives relationships between only about 18% of pairs obtained from a list of 350 discourse connectives. This thesis explores the possibility of classifying discourse connectives automatically, based on their distributions in texts. This thesis demonstrates that state-of-the-art techniques in lexical acquisition can successfully be applied to acquiring information about discourse connectives. Central to this thesis is the hypothesis that distributional similarity correlates positively with semantic similarity. Support for this hypothesis has previously been found for word classes such as nouns and verbs (Miller and Charles, 1991; Resnik and Diab, 2000, for example), but there has been little exploration of the degree to which it also holds for discourse connectives. We investigate the hypothesis through a number of machine learning experiments. These experiments all use unsupervised learning techniques, in the sense that they do not require any manually annotated data, although they do make use of an automatic parser. First, we show that a range of semantic properties of discourse connectives, such as polarity and veridicality (whether or not the semantics of a connective involves some underlying negation, and whether the connective implies the truth of its arguments, respectively), can be acquired automatically with a high degree of accuracy. Second, we consider the tasks of predicting the similarity and substitutability of pairs of discourse connectives. To assist in this, we introduce a novel information theoretic function based on variance that, in combination with distributional similarity, is useful for learning such relationships. Third, we attempt to automatically construct taxonomies of discourse connectives capturing substitutability relationships. We introduce a probability model of taxonomies, and show that this can improve accuracy on learning substitutability relationships. Finally, we develop an algorithm for automatically constructing or extending such taxonomies which uses beam search to help find the optimal taxonomy.
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Resch, Paul. "Performing Difference : A study about knowledge in motion." Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6482.
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This study focuses on how an open-ended process of learning can affect education as well as our relationship with knowledge production. Nearing the classroom as a site of important moments this work tries to exemplify what a shift from an epistemic to an ontological pedagogy can mean. The two questions at issue are, What takes place in learning processes when we center conceptual creativity? and, What can the open-ended mean for esthetic methods within educational science? The fieldwork is based in a Swedish elementary school where a group of 10-year olds take on the task of designing objects and performing them for a dinner that is sort of out of the ordinary. An imaginary menu of green beets in lava sauce, roasted earth cakes with stardust and sweet flames with lemon twigs works as an inlet for the participants creative different processes. Using an assemblage of methods and theories this study aims to research how pedagogy can become a site that centers conceptual creativity. Artistic research, design and craft offers a closeness to what Karen Barad calls ”matter that matters”. And for the pedagogical this means a closeness to material culture and how things play a part in the making of our society. It´s called ”Performing difference” because it looks at what the production of differences in relation to knowledge and creativity can mean for pedagogy. The conclusion is partly an understanding of what this setting asks from an educational context and of what happens when we introduce and work with pedagogy from a performative angle. What this study comes to is that a pedagogy that blends theory with practice by turning to new-materialism presents exciting possibilities for education. When the un-disputable is made subject to question and open to interpretation knowledge becomes something we are allowed to enact, engage and provoke. In conclusion the open-ended can mean many things for an educational discourse but I believe one thing is clear - it presents inlets for creativity and our understanding of culture and society.
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Mann, Abbey K., Ivy A. Click, M. Buda, A. Rahimi-Saber, Abby Schultz, and K. Lee. "Healthcare Providers’ Attitudes and Knowledge About Transgender Patients." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6382.
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Ziegler, Nathan E. "English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754.
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George, Anne. "Parents' Knowledge and Attitudes About Immunization in India." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2634.
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Childhood immunization is acknowledged as being a crucial health intervention for children. Immunization rates of children may vary depending on their parents' knowledge and attitudes about the issue. The focus of this study is on parents' knowledge and attitudes about immunization, and employs Urie Bronfenbrenner's ecological systems theory. A questionnaire was administered to 233 parents in India to explore the issues of parental immunization knowledge and attitudes. Correlates of parental knowledge and attitudes that were explored included gender, education, respondents' immunization status, and children's immunization status. Sources of parental knowledge about immunization were also examined. Overall, parents in this sample had a high level of awareness and positive attitudes about immunization. Parents' knowledge about immunization was correlated with their attitudes on immunization. Gender was correlated with parents' knowledge about immunization, but not their attitudes, with females having greater awareness about immunization than males. Parental education, parental immunization status, and children's immunization status were positively correlated with both knowledge and attitudes about immunization. Doctors and health care settings were the major sources of information abo ut immunization for parents in this sample. Implications for research, policy, and education are discussed.
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Kukulska-Hulme, Agnes M. "Effective knowledge transfer: a terminological perspective - Dismantling the jargon barrier to knowledge about computer security." Thesis, Aston University, 1993. http://publications.aston.ac.uk/10298/.
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The research is concerned with the terminological problems that computer users experience when they try to formulate their knowledge needs and attempt to access information contained in computer manuals or online help systems while building up their knowledge. This is the recognised but unresolved problem of communication between the specialist and the layman. The initial hypothesis was that computer users, through their knowledge of language, have some prior knowledge of the subdomain of computing they are trying to come to terms with, and that language can be a facilitating mechanism, or an obstacle, in the development of that knowledge. Related to this is the supposition that users have a conceptual apparatus based on both theoretical knowledge and experience of the world, and of several domains of special reference related to the environment in which they operate. The theoretical argument was developed by exploring the relationship between knowledge and language, and considering the efficacy of terms as agents of special subject knowledge representation. Having charted in a systematic way the territory of knowledge sources and types, we were able to establish that there are many aspects of knowledge which cannot be represented by terms. This submission is important, as it leads to the realisation that significant elements of knowledge are being disregarded in retrieval systems because they are normally expressed by language elements which do not enjoy the status of terms. Furthermore, we introduced the notion of `linguistic ease of retrieval' as a challenge to more conventional thinking which focuses on retrieval results.
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Chaffey, Heather. "Integrating scientific knowledge and local ecological knowledge (LEK) about common eiders (Somateria mollissima) in southern Labrador /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,165662.
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Kaiser, Alexander. "Towards a Knowledge-Based Theory of Developing Sustainable Visions: The Theory Wave." IEEE Computer Society Press, 2017. http://epub.wu.ac.at/5382/1/paper0558.pdf.
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Although research and practice agree that visions are essential for organizations, the process of vision development remains elusive in academic literature. Presenting the "theory wave", this paper proposes a knowledge-based theory for developing sustainable visions to guide the creation of measures and actions in the future. Central to the theory wave, we suggest three features that characterize the development of sustainable visions; (1) learning from an envisioned future, (2) need orientation and (3) a wavelike process combining top-down and bottom-up approaches. Furthermore, by enhancing the creation of different kinds of knowledge, the theory-wave entails aspects of research on knowledge creation and thereby, it provides a new perspective on the field of vision development.
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Strong, Ernest L. "Increasing knowledge about biblical faith in a local congregation /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1790275471&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Zhang, Xinpeng. "Knowledge Discovery about Relationships between Objects on the Web." 京都大学 (Kyoto University), 2012. http://hdl.handle.net/2433/157476.
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Crider, Iris M. "An investigation of attitudes toward and knowledge about menstruation." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/494970.
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While much research has been done to broaden the understanding of the menstrual cycle, there appears to be no study that has focused upon the professional's attitudes and knowledge regarding menstruation. Therefore, the purpose of this research was to study the attitudes toward and the knowledge of menstruation held by those of the psychological and medical professions. Sex differences in these areas were also explored.The subjects were practicing psychologists and counselors (50), graduate-level counseling psychology practicum students (33), medical interns and residents (25), and undergraduate students (85). A 4 x 2 multivariate design was utilized with groupings by population and sex. Dependent variables were scores on The Menstrual Attitude Questionnaire and The Menstrual Knowledge Test. The main effects were tested in a multivariate sense. Univariate statistics were used to interpret significant simple effects. All findings were interpreted at alpha level p<.05.Three of the four null hypotheses were rejected. Analysis of the data revealed significant differences among all groups in menstrual attitudes (p<.000). The male and female attitudinal responses were significantly different in all but the practicing psychologists and counselors group (p<.000). The undergraduate student group displayed significantly less knowledge regarding menstruation than the other groups (p<.000). There were no significant differences in the knowledge levels between sexes (p<.386).For the most part, the undergraduate group held more extreme attitudes toward and less knowledge regarding menstruation than the other groups. This suggested that a combination of life experience and additional education promotes an adjustment toward more positive attitudes and an increase in knowledge regarding menstruation. Of particular importance was the indication that the medical profession may be more negatively biased toward women who experience difficulty during menstruation than the psychological profession. However, the belief that women should deny the negative aspects of menstruation and act as if the difficulties experienced are not bothersome, existed to sane degree in all groups.It was recommended that training programs in psychology and medicine include intensive education regarding the influence of menstruation upon women and that a more comprehensive assessment tool be developed to measure knowledge about menstruation and treatment for menstrual related problems.
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Jolly, Helen Rosalind. "Young children's knowledge about inflectional morphology : looking at plurals." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414149.
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Boxall, Kathryn A. "Reseach and the Production of Knowledge about Learning Disability." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503742.
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Jagger, Elizabeth A. S. M. "The production and functioning of knowledge about 'glue sniffing'." Thesis, University of Glasgow, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334668.
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Nilsson, Sandra. "Variation of knowledge about skurup history between age groups." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32989.
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This paper is going to clarify more deeply the variation of knowledge about Skurup history between different age groups. Is there some obvious difference between the age groups or are the knowledge about Skurup history the same? This paper is build on previous survey and previous research, it has five sections; methodology, review of previous research, empirical finding, results and conclusion. This paper is suppose to get answer if there are some clarify
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Andersson, David, and Eric Nilsson. "Internet of Things : A survey about knowledge and thoughts." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16304.
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Gresham, Lori J. "Children's Core Knowledge about Physics: An Attention-Based Account." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367943866.
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Luke, Anna K. "Examining differences in parent knowledge about pediatric food allergies." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555324911098815.
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Pearce, Mary Sharrock. "Content area teachers' attitudes and knowledge about remedial readers." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186808.
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A contributing factor to a remedial reading student's reading achievement might be the content teachers' attitude toward the student. The related literature suggests that teachers' attitudes, beliefs and expectations toward students can affect students' achievement. This study was designed to investigate the attitudes and knowledge of English, science and social studies secondary school teachers regarding the remedial reading students in their classrooms and the attitudes and knowledge about the remedial reading programs at their respective schools. The instrument used was a 17 item survey designed by the researcher to provide the information for the research questions. The sample included 45 English, science and social studies secondary school teachers. There were 15 teachers in each content area. Data were collected in an urban school district in a large metropolitan city. Results indicate that the teachers expressed negative attitudes regarding the remedial readers in their classes. They also expressed frustration which they attribute to several factors. The teachers indicate feeling sorry for the remedial readers because they do not have the time to work with them, and do not feel equipped with the knowledge and/or materials to adequately help the remedial students. The teachers were 45% accurate in their knowledge regarding the remedial readers. They were 31% accurate in their knowledge regarding the remedial reading program at their school. The teachers' attitudes regarding the remedial reading program at their school are uncertainty and ambivalence. The conclusions for this study are: (1) teachers' attitude data revealed a majority of negative responses, (2) a small minority of the teachers generated positive comments, (3) teachers were not all that accurate in their knowledge of remedial readers, (4) teachers felt they were not adequately prepared nor did they have adequate support to meet the academic needs of their remedial reading students, (5) most teachers were unaware of the nature of the reading program at their school, and (6) lack of accurate and consistent communication between the content teachers and the reading specialists.
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Fabian, Evelyn C. "Nurse Practitioner Attitudes, Perceptions and Knowledge About Antimicrobial Stewardship." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7225.
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Resistance to antibiotics has increased dramatically in the United States, with serious associated medical, social, and economic consequences. The purpose of this project was to assess nurse practitioners' attitudes, perceptions, and knowledge about antimicrobial stewardship and knowledge in the management of anaerobic infections as well as resistant gram-negative bacteremia. Data were collected using a web-based survey in a hospital facility. The practice question explored whether nurse practitioners' attitudes, perceptions, and knowledge about antimicrobial stewardship significantly increased after an education program on antimicrobial stewardship. The project was framed by Knowles's adult learning theory. A 16-item survey was administered before and after an education program to 11 advance practice nurses to assess their knowledge, attitudes, and perceptions about antimicrobial stewardship. Seventy-seven percent of the respondents agreed that antibiotics are overused nationally, and 33% agreed that antibiotics are overused within the institution; 88.9% of respondents agreed that inappropriate use of antibiotics can harm patients and that inappropriate use of antibiotics causes antimicrobial resistance (87.5%). Overall, 55.5% of respondents agreed or strongly agreed they were concerned about antimicrobial resistance in the community when prescribing antibiotics. Awareness of antimicrobial stewardship might contribute to social change by increasing the proper identification of organisms and the appropriate use of antibiotics, with the assistance of the antimicrobial stewardship programs, to help reduce the development and spread of antimicrobial resistance.
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Ingram, Lorna Theresa. "Knowledge, Attitudes, and Beliefs about Food Additives and Obesity." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7666.
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Knowledge, Attitudes, and Beliefs about Food Additives and Obesity
by
Lorna Theresa Ingram
MS, Long Island University, 2007
BA, Florida International University, 1999
Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Walden University
November 2019
Obesity is a chronic health problem that affects the health and well being of its population. The purpose of this cross-sectional, descriptive study was to examine whether there is a relationship between individuals’ knowledge, attitudes, and beliefs regarding food additives and obesity. The research questions concerned knowledge, attitudes, and beliefs participants had regarding food additives and obesity. The theoretical foundation for this study was the social learning theory. The participants for this study were recruited from a religious organization in central Florida via announcements in the church bulletin. The method of study was a survey using Survey Monkey online website and the data analysis method was using SPSS software program. According to study results, on average, the level of knowledge regarding food additives and obesity was a score of 5 out of 7, and there was no difference in knowledge, attitudes, or beliefs among the study participants based on age, income, gender, education, or racial group. The linear regression model indicated that there was a statistically significant relationship between associate degree and knowledge; however, assumption testing revealed that there were issues of heteroscedasticity indicating that the results should be treated with caution. Social change implications based on the findings of this study include a need for additional education regarding the relationship between food additives and obesity, particularly among individuals with lower levels of education.
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Buchel, Olha. "Uncovering Hidden Clues about Geographic Visualization in LCC." Ergon-Verlag, 2006. http://hdl.handle.net/10150/106343.
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Geospatial information technologies revolutionize the way we have traditionally approached navigation and browsing in information systems. Colorful graphics, statistical summaries, geospatial relationships of underlying collections make them attractive for text retrieval systems. This paper examines the nature of georeferenced information in academic library catalogs organized according to the Library of Congress Classification (LCC) with the goal of understanding their implications for geovisualization of library collections.
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Mercan, Fatih C. "Epistemological beliefs of physics undergraduate and graduate students and faculty in the context of a well-structured and an ill-structured problem." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172263722.
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Heron, Michelle Ann. "Emergence of knowledge about the human body shape in infancy /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18896.pdf.
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Gustafsson, Robert. "Global uppvärmning : A survey of students’ knowledge about the phenomenon." Thesis, Karlstad University, Karlstad University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2657.
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<p>Global warming is one of the most debated environmental issues right now, and it could be argued that it is important to study how the phenomenon is treated in schools. The main purpose of this study is to put students’ knowledge about global warming in relation with the control documents for chemistry, biology and physics studies. Interviews have been conducted with six students in the 9th grade. The conclusion of the survey indicates that the students generally have a satisfying knowledge about the phenomenon and that they know how they should behave from an environmental perspective.</p>
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Granberg, Lars, and Linn Höglund. "The auditors' way to acquire knowledge about a company's environment." Thesis, Högskolan Kristianstad, Sektionen för Hälsa och Samhälle, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8433.
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The purpose with this study is to identify and explore how auditors proceed when acquiring knowledge about a company’s environment; and which difficulties that arise when acquiring this knowledge. A qualitative research method has been used to do this study and eight auditors have been interviewed. The risks in a company depend on which industry the company operates within. Therefore, it is very important that an auditor has an understanding of the whole company. ISA 315 requires an auditor to have an understanding of a company and its environment. This understanding will affect the auditor’s risk assessments during audit process. This study shows that interviews with the clients is an important information source when the auditors want to have knowledge about a company’s environment. Other information sources the auditors in this study use are different media sources, colleagues and key ratios. One difficulty with acquiring knowledge about a company’s environment is according to the respondents that it is hard to get a whole picture of a company. Another difficulty is that it might be hard for the auditors to know when they have enough information about a company’s environment; information that makes it possible to do accurate risk assessments.
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Washington-Thomas, Johnnii Drucilla. "African American women's fears, knowledge, and behaviors about HIV/AIDS." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000091.
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Ruan, Ji. "Reasoning about Time, Action and Knowledge in Multi-Agent Systems." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507511.
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Hanson, Sarah. "Understanding Provider Knowledge and Awareness About Long-Acting Reversible Contraceptives." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/29315.
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Unplanned pregnancies have individual, familial, and societal consequences and continue to occur in the United States with over two million women experiencing an unplanned pregnancy each year (GI, 2016). Long-acting reversible contraceptives (LARCs) are highly effective methods yet underutilized within the United States. LARCs are considered a safe form of contraception that is not reliant upon the user for efficacy (Strasser et al., 2016). Provider interest, beliefs, knowledge, and training pose a significant barrier to LARC utilization (Shoupe, 2016). This practice improvement project aimed to understand the current knowledge and beliefs of healthcare providers as well as provide information about evidence-based contraceptive counseling and LARCs. Following collection of an online LARC questionnaire, the project intervention included design and implementation of an educational hands-on training session. The online LARC questionnaire was sent to healthcare providers across Minnesota and North Dakota with the goal to assess the provider?s knowledge, training, beliefs, and interests related to LARC utilization. The training session consisted of an educational presentation followed by insertion and removal training for one specific LARC method with nurse practitioners from across the region. A total of 166 individuals initiated the questionnaire and 147 responses were considered eligible for analysis. Results demonstrated providers in family medicine report less comfort providing LARC counseling than providers within the OB/GYN specialty. Fewer family medicine providers were trained to perform LARC insertion; consistent with findings in the review of literature. An assessment of the provider?s knowledge on recommending LARCs in females with coexisting conditions demonstrated uncertainty with current medical eligibility criteria published by the Center for Disease Control and Prevention. Tiered-effectiveness counseling is underutilized with only 18.6% reporting it as their primary contraceptive counseling method. The educational presentation had 14 participants in the audience; a total of eight participants completed the post-training evaluation questionnaire. Following the training, 100% of participants planned to utilize tiered-effectiveness counseling and insert LARCs in their practice. Knowledge gaps and barriers to LARC utilization continue to exist. Additional interventions targeting the provider and patient-linked barriers are needed to decrease unintended pregnancies in the United States.
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Hamilton, Robert M. "Knowledge, Attitudes, and Perceptions of Nurse Practitioners about Antibiotic Stewardship." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8550.
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Background: Antibiotic stewardship (ABS) is a set of strategies to optimize the use of antibiotics with the goal of reducing antibiotic resistance, improving patient outcomes and decreasing unnecessary costs. ABS affects all venues of patient care, including outpatient, inpatient, and long-term care. While many strategies for ABS exist and best practice continues to evolve, successful ABS programs utilize a multidisciplinary approach. Nurse practitioners (NPs) play an essential role in health care education and represent a valuable potential resource for ABS efforts. The purpose of this study is to describe the knowledge, attitudes, and perceptions of NPs towards ABS.Methods: A convenience sample of NPs attending the American Association of Nurse Practitioners annual conference was given a modified descriptive survey developed for use in a previous study conducted at a university-affiliated hospital in Florida. Descriptive statistics were used to assess normality. Chi-Square test of independence was used to test differences categorical scores by NP setting, gender, and level of education. Pearson r correlation was completed to measure the relationship between age and years in practice.Results: Two hundred NPs completed the questionnaire (88% female; 70% Master’s degree). The range of experience was 0-45 years (mean 11 years). Most NPs worked in a private office (23%) or community setting (29%). Factors affecting the decisions of antibiotic prescriptions included patient condition (79%) and patient cost (58%). NPs in this study also based their antibiotic decisions on the antibiogram (63%) in their setting, while 56% indicated they start with broad spectrum and tailor antibiotic choices when culture results are received. NPs reported understanding that inappropriate use of antibiotics causes resistance (97%), harms the patient (97%), and optimum antibiotic use will reduce resistance (94%). Participants also recognized that strong knowledge of antibiotics was important for their job (94%) and felt confident in their use of antibiotics (86%). However, while 94% of respondents somewhat or strongly agreed that antibiotics are overused nationally, only 62% thought antibiotics were overused in their health care setting. Conclusion: In this study, most NPs reported that antibiotic resistance is a problem and antibiotics are overused nationally. Fewer believe that antibiotic resistance is a problem locally and fewer still that they, personally, contribute to the problem. NPs recognize that knowledge about antibiotics is important to their career and would like more education about antibiotics and feedback about their antibiotic choices. Finding effective ways to provide this education could change practice and improve antibiotic use.