Thematische Bibliographien / Context knowledge

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Context knowledge“

Autor: Grafiati
Veröffentlicht am 25. Mai 2024

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Zeitschriftenartikel zum Thema "Context knowledge"

1

Cohen, Stewart. „Knowledge and Context“. Journal of Philosophy 83, Nr. 10 (Oktober 1986): 574. http://dx.doi.org/10.2307/2026434.

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Detel, Wolfgang. „Knowledge and Context“. Philosophical Inquiry 23, Nr. 3 (2001): 1–25. http://dx.doi.org/10.5840/philinquiry2001233/430.

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Vallet, David, Pablo Castells, Miriam Fernndez, Phivos Mylonas und Yannis Avrithis. „Personalized Content Retrieval in Context Using Ontological Knowledge“. IEEE Transactions on Circuits and Systems for Video Technology 17, Nr. 3 (März 2007): 336–46. http://dx.doi.org/10.1109/tcsvt.2007.890633.

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Şen, Mehmet, Ceren Öztekin und Betül Demirdöğen. „Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division“. Journal of Science Teacher Education 29, Nr. 2 (02.02.2018): 102–27. http://dx.doi.org/10.1080/1046560x.2018.1425819.

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Tichá, I., und J. Hron. „Knowledge in the business strategy context“. Agricultural Economics (Zemědělská ekonomika) 52, No. 1 (16.02.2012): 7–11. http://dx.doi.org/10.17221/4991-agricecon.

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The paper builds on the resource-based approach to the firm and develops it further towards the knowledge-based approach by exploring the importance of knowledge in a modern firm. Various concepts explaining characteristics of knowledge are compared and contrasted in order to contribute to the current strategic management thinking and to stimulate adoption of the concepts of knowledge management in modern businesses. The paper draws from the literature review made within the project Information and Knowledge Support for Strategic Management financed by the Czech Ministry of Education, Youth and Sports.
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Sosa, Ernest. „On Knowledge and Context“. Journal of Philosophy 83, Nr. 10 (Oktober 1986): 584. http://dx.doi.org/10.2307/2026435.

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DeRose, Keith. „Assertion, Knowledge, and Context“. Philosophical Review 111, Nr. 2 (April 2002): 167. http://dx.doi.org/10.2307/3182618.

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Sappelli, Maya. „Knowledge Work in Context“. ACM SIGIR Forum 50, Nr. 2 (14.02.2017): 107–8. http://dx.doi.org/10.1145/3053408.3053429.

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Coyne, R. D., und J. S. Gero. „Design knowledge and context“. Environment and Planning B: Planning and Design 12, Nr. 4 (1985): 419–42. http://dx.doi.org/10.1068/b120419.

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DeRose, K. „Assertion, Knowledge, and Context“. Philosophical Review 111, Nr. 2 (01.04.2002): 167–203. http://dx.doi.org/10.1215/00318108-111-2-167.

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Dissertationen zum Thema "Context knowledge"

1

Kersten, Mik. „Focusing knowledge work with task context“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30897.

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By making information easy to browse and query, current software tools make it possible for knowledge workers to access vast amounts of information available in document repositories and on the web. However, when displaying dozens of web page search hits, hundreds of files and folders in a document hierarchy, or tens of thousands of lines of source code, these tools overload knowledge workers with information that is not relevant to the task-at-hand. The result is that knowledge workers waste time clicking, scrolling, and navigating to find the subset of information needed to complete a task. This problem is exacerbated by the fact that many knowledge workers constantly multi-task. With each task switch, they lose the context that they have built up in the browsing and query views. The combination of context loss and information overload has adverse effects on productivity because it requires knowledge workers to repeatedly locate the information that they need to complete a task. The larger the amount of information available and the more frequent the multi-tasking, the worse the problem becomes. We propose to alleviate this problem by focusing the software applications a knowledge worker uses on the information relevant to the task-at-hand. We represent the information related to the task with a task context model in which the relevant elements and relations are weighted according to their frequency and recency of access. We define operations on task context to support tailoring the task context model to different kinds of knowledge work activities. We also describe task-focused user interface mechanisms that replace the structure-centric display of information with a task-centric one. We validate the task context model with three field studies. Our preliminary feasibility study of six industry programmers tested a prototype implementation of the task context model and task-focused user interface for an integrated development environment. Our second study involved sixteen industry programmers using a production quality implementation of the task context model; these programmers experienced a statically significant increase in productivity when using task context. Our third field study tested a prototype implementation of the task context model for a file and web browsing application. The results of this study showed that task context generalizes beyond programming applications, reducing information overload and facilitating multi-tasking in a cross-section of knowledge work domains.
Science, Faculty of
Computer Science, Department of
Graduate
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Barke, Antonia C. J. „The closure of knowledge in context“. Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322670.

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Wu, Dan. „Context Knowledge Base for Ontology Integration“. Doctoral thesis, KTH, Programvaruteknik och Datorsystem, SCS, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-154068.

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Ontology integration is a process of matching and merging two ontologies for reasons such as for generating a new ontology, thus creating digital services and products. Current techniques for ontology integration, used for information and knowledge integration, are not powerful enough to handle the semantic and pragmatic heterogeneities. Because of the heterogeneities, the ontology matching and integration have shown to be a complex problem, especially when the intention is to make the process automatic. This thesis addresses the problem of integrating heterogeneous ontologies, first, by exploring the context of ontology integration, secondly, by building a context knowledge base, and thirdly, by applying the context knowledge base. More specifically, the thesis contributes a context knowledge base method for ontology integration, CKB-OI method, which contains: 1) A method of building a context knowledge base by extracting context and contextual information from ontologies in an ontology repository to improve ontology integration. 2) A method of refining the result of ontology integration with the help of the context knowledge base and expanding the context rules in the context knowledge base. In the first method, the context of the ontology integration is identified by examining the content and metadata of the integrated ontologies. The context of an ontology integration contains the information describing the integration, such as the domain of ontology, the purpose of ontology, and the ontology elements involved. Context criteria, such as the metadata of ontologies and the element of ontologies in the repository, are used to model the context. The contextual information is extracted and integrated from ontologies in an ontology repository, using an ontology integration process with non-violation check. With the context and the contextual information, a context knowledge base is built. Since this is built by reusing ontologies to provide extra information for new ontology integration in the same context, it is quite possible that the context knowledge base will improve the earlier ontology integration result. A method for identifying the domain of an ontology is also proposed to help in building and using the context knowledge base. Since the method considers the semantic and pragmatic heterogeneities of ontologies, and uses a light-weight ontology representing a domain, this work increases the semantic value of the context knowledge base. In the second method, the context knowledge base is applied to the result of an ontology integration process with a non-violation check, which in turn results in an ontology intersection. The contextual information is searched for and extracted from the context knowledge base and then applied on the ontology intersection to improve the integration result. The ontology non-violation check integration process is adjusted and adopted in the method. Moreover, the context knowledge base is expanded with perspective rules, with which the different views of ontologies in a context are preserved, and reused in future ontology integration. The results of the CKB-OI methods are: 1) a context knowledge base with rules that consider semantic and pragmatic knowledge for ontology integration; 2) contextual ontology intersection (COI) with the refining result compared to the ontology intersection (OI), and 3) an extended context knowledge base with the different views of both ontologies. For evaluation, ontologies from the Ontology Alignment Evaluation Initiative (OAEI) and from ontology search engines Swoogle and Watson have been used for testing the proposed methods. The results show that the context knowledge base can be used for improving heterogeneous ontologies integration, hence, the context knowledge base provides semantic and pragmatic knowledge to integrate ontologies. Also, the results demonstrate that ontology integration, refined with the context knowledge base, contains more knowledge without contradicting the ontologies involved in our examples.
Ontologi-integration är en process för att matcha och sammanfoga två ontologier för att t.ex. generera en ny ontologi, och därmed skapa digitala tjänster och produkter. Aktuella tekniker för ontologi- integration, som används för information och kunskapsintegration, är inte tillräckligt kraftfulla för att hantera semantiska och pragmatiska heterogeniteter. På grund av heterogeniteter, har ontologi- matchning och -integration visat sig utgöra ett komplext problem, särskilt när avsikten är att göra processen automatisk. Denna avhandling behandlar problemet med att integrera heterogena ontologier; för det första genom att undersöka kontexten för ontologi-integrationen, för det andra genom att bygga en kunskapsbas för kontexten, och för det tredje genom att tillämpa denna kunskapsbas. Mer specifikt bidrar avhandlingen med CKB-OI-metoden för ontologi-integration, vilken innehåller: 1)      En metod för att bygga en kontextkunskapsbas, genom att extrahera sammanhang och kontextuell information från ontologier i ett ontologi-förvar för att förbättra ontologi-integrationen. 2)      En metod för att förfina resultatet av ontologi-integration med hjälp av kontextkunskapsbasen och för att utöka kontextreglerna i kunskapsbasen. I metod nr. 1 identifieras kontexten genom att undersöka innehållet och metadata för de ontologier, som ska integrereras. Kontexten innehåller information som beskriver integrationen, till exempel domän och syfte för varje ontologi, samt element som ingår i respektive ontologi. Kontexten  modelleras med kriterier, såsom metadata och element för ontologierna i förvaret. Den kontextuella informationen extraheras och integreras med användning av en integrationsprocess med icke-överträdelsekontroll. Kontextkunskapsbasen byggs utav kontext samt kontextuell information. Eftersom kunskapsbasen är byggd av återanvända ontologier för att ge ytterligare information till ontologi-integrationen inom samma kontext, så är det mycket möjligt att kontextkunskapsbasen kommer att förbättra det tidigare integrationsresultatet. En metod för att identifiera domänen för en ontologi föreslås också, för att hjälpa till att bygga och använda kontextkunskapsbasen. Eftersom metoden tar hänsyn till de semantiska och pragmatiska heterogeniteterna hos ontologier, och använder en enkel ontologi för att representera en domän, så ökar detta arbete det semantiska värdet av kontextkunskapsbasen. I metod nr. 2 tillämpas kontextkunskapsbasen på resultatet av en ontologi-integrationsprocess med icke-överträdelsekontroll, vilket i sin tur resulterar i ett ontologisnitt. Den kontextuella informationen extraheras från kontextkunskapsbasen och appliceras sedan på ontologisnittet för att förbättra integrationsresultatet. Icke-överträdelsekontrollen i integrationsprocessen justeras och används på nytt. Dessutom utökas kontextkunskapsbasen med perspektivregler, med vilka de olika vyerna av ontologier i en gemensam kontext bevaras och återanvänds i framtida ontologi-integrationer. Resultaten av CKB-OI metoden är: 1) en kontextkunskapsbas med regler som avser semantiska och pragmatiska kunskaper om en ontologi-integration; 2) ett kontextuellt ontologisnitt (COI) med ett förfinat resultat jämfört med ontologisnittet (OI) och 3) en utökad kontextkunskapsbas med olika vyer av båda ontologier. För utvärderingen har ontologier från Ontology Alignment Evaluation Initiative (OAEI) samt ontologisökmotorerna Swoogle och Watson använts för att testa de föreslagna metoderna. Resultaten visar att kontextkunskapsbasen kan användas för förbättring av heterogena ontologi-integrationer. Följaktligen tillhandahåller kontextkunskapsbasen semantiska och pragmatiska kunskaper för att integrera ontologier. Dessutom visar resultaten att ontologi-integrationer, utökade med kontextkunskapsbaser, innehåller mer kunskap, utan att motsäga de ontologier som ingår i våra exempel.

QC 20141017

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Büchner, Alexander G. „Context mediation among knowledge discovery components“. Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399681.

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Lo, Lina. „Multidimensional Knowledge Flow Dynamics in Context“. Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1035.

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Knowledge is a sustainable advantage and knowledge assets can increase value with use. A snowball effect of knowledge advantage advocates effective knowledge management and fosters its continual growth as it flows. Knowledge, however, flows unevenly throughout an organization and the problem is that the fundamental dynamics of these flows are still not well characterized in theoretical and computational models. This study built on existing work—knowledge-flow theory, need knowledge generation, and the critical success factors for enterprise resource planning implementation—to examine the multidimensional knowledge-flow phenomenon in context, and used the case study methodology for knowledge-flow theory building. The research question was two-pronged: how can need knowledge and its flow across stakeholders within an organization be explained using a multidimensional knowledge-flow model and how can Nissen’s five-dimensional knowledge-flow model be validated using a real-life immersion case? The researcher relied on three sources of evidence for this case study: project-related documentation, archival records, and interviews. Data triangulation yielded three results components: (a) a chronology of key events that obstructed knowledge flow, (b) a logic model depicting themes that contributed to knowledge-flow obstruction, and (c) explanations of the knowledge-flow patterns. This case study suggested enabling need knowledge determinants and obstructing conditions are in play that determine the path of need knowledge flow. These two research artifacts should be considered together to provide a fresh research avenue towards better understanding of knowledge flow dynamics.
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Silva, Aroldo Nascimento. „Um professor de Química e dois contextos escolares: o conhecimento pedagógico do conteúdo em ação“. Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-25022013-132509/.

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Este estudo se enquadra na área de formação de professores e mostra como um professor de Ensino Médio inserido em contextos escolares distintos realiza o ensino de química, tendo em vista os diferentes personagens envolvidos em um ambiente de mediação pedagógica - professor, estudantes e instituição escolar - e como isso modifica a sua forma de ensinar. Para compreender como o seu conhecimento base é utilizado ao ensinar um determinado tópico de química em instituições escolares distintas, utilizou-se como referencial teórico o conhecimento pedagógico do conteúdo (PCK), que possibilita entender como o conteúdo específico pode ser pedagogicamente modificado de modo a torná-lo um conhecimento acessível ao estudante, levando em conta os condicionantes do contexto educativo. Nossos dados compreendem registro em áudio e vídeo de aulas do professor investigado em duas escolas distintas, referentes ao mesmo conteúdo químico, entrevistas semiestruturadas, reflexões vídeo-estimuladas e observação participante. O acesso ao PCK foi realizado por meio do instrumento CoRe (Representação do Conteúdo) e da ferramenta de análise das interações discursivas. Esta última possibilitou entender os significados que surgem em um ambiente de mediação pedagógica, por meio do uso da linguagem e outras formas de comunicação, sempre levando em conta o contexto social. A análise dos dados foi baseada no modelo de Raciocínio Pedagógico e Ação, proposto por Shulman, que abarca os conhecimentos que o professor possui sobre o conteúdo e as abordagens metodológicas que desenvolve sobre um determinado assunto, permitindo entender as modificações que aconteceram em cada contexto escolar. Para o conceito PCK adotamos o modelo de Grossman que o coloca numa posição central em relação aos demais conhecimentos de professores - conteúdo específico, pedagógico geral e contexto - e que exerce influencia e é influenciado por todos eles. Dessa forma foi possível compreender, no caso das aulas analisadas - nomenclatura de compostos orgânicos e reações de polimerização - a forma como o contexto interferiu no processo de ensino do professor sujeito dessa pesquisa e, como este mobilizou o seu PCK de forma a transformar um determinado conteúdo para melhor atender seus estudantes.
This study fits in the area of teacher education and shows how a teacher High School working in different school contexts proceeds the teaching of chemistry, in view of the different characters involved in an environment of pedagogical mediation - teachers, students and the school - and how it modifies the way they teach. To understand how your knowledge base is used to teach a particular topic of chemistry in different educational institutions, we used as the theoretical background the Pedagogical Content Knowledge (PCK), which allows to understand how the specific content can be pedagogically modified to make it accessible to the student, taking into account the constraints of the educational context. Our data included audio and video recording of classes of the investigated teacher in two different schools, concerning the same chemical content. Also it included semi-structured interviews, video-stimulated reflections, and participant observation. Access to PCK was performed using the instrument CoRe (Content Representation) and the discoursive interactions analysis\' tool. The latter made it possible to understand the meanings that arise in an environment of pedagogical mediation, through the use of language and other forms of communication, always taking into account the social context. Data analysis was based on the Model of Pedagogical Reasoning and Action proposed by Shulman, embracing the knowledge that the teacher has on the subject matter and methodological approaches that develops on a particular subject, allowing to understand the changes that happened in each school context. We adopted the model of Pedagogical Content Knowledge from Grossman that puts PCK in a central position in relation to other teacher\' knowledge - specific content, pedagogical and context - and that has influence and is influenced by them all. In the case of the analyzed classes - nomenclature of organic compounds and polymerization reactions - it was possible to understand how the context affected the teaching process of those contents and how the investigated teacher mobilized its PCK in order to transform a given content to better fit its students.
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Kocurova, Anna. „Distributed collaborative context-aware content-centric workflow management for mobile devices“. Thesis, University of West London, 2013. https://repository.uwl.ac.uk/id/eprint/745/.

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Ubiquitous mobile devices have become a necessity in today’s society, opening new opportunities for interaction and collaboration between geographically distributed people. With the increased use of mobile phones, people can collaborate while on the move. Collaborators expect technologies that would enhance their teamwork and respond to their individual needs. Workflow is a widely used technology that supports collaboration and can be adapted for a variety of collaborative scenarios. Although the originally computer-based workflow technology has expanded also on mobile devices, there are still research challenges in the development of user-focused device-oriented collaborative workflows. As opposed to desktop computers, mobile devices provide a different, more personalised user experience and are carried by their owners everywhere. Mobile devices can capture user context and behave as digitalised user complements. By integrating context awareness into the workflow technology, workflow decisions can be based on local, context information and therefore, be more adapted to individual collaborators’ circumstances and expectations. Knowing the current context of collaborators and their mobile devices is useful, especially in mobile peer-topeer collaboration where the workflow process execution can be driven by devices according to the situation. In mobile collaboration, team workers share pictures, videos, or other content. Monitoring and exchanging the information on the current state of the content processed on devices can enhance the overall workflow execution. As mobile devices in peer-to-peer collaboration are not aware of a global workflow state, the content state information can be used to communicate progress among collaborators. However, there is still a lack of integrating content lifecycles in process-oriented workflows. The aim of this research was therefore to investigate how workflow technology can be adapted for mobile peer-to-peer collaboration, in particular, how the level of context awareness in mobile collaborative workflows can be increased and how the extra content lifecycle management support can be integrated. The collaborative workflow technology has been adapted for mobile peerto- peer collaboration by integrating context and content awareness. In the first place, a workflow-specific context management approach has been developed that allows defining workflow-specific context models and supports the integration of context models with collaborative workflows. Workflow process has been adapted to make decisions based on context information. Secondly, extra content management support has been added to the workflow technology. A representation for content lifecycles has been designed, and content lifecycles have been integrated with the workflow process. In this thesis, the MobWEL workflow approach is introduced. The Mob- WEL workflow approach allows defining, managing and executing mobile context-aware content-centric workflows. MobWEL is a workflow execution language that extends BPEL, using constructs from existing workflow approaches, Context4BPEL and BPELlight, and adopting elements from the BALSA workflow model. The MobWEL workflow management approach is a technology-based solution that has been designed to provide workflow management support to a specific class of mobile applications.
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Fung, Chun-ip, und 馮振業. „Pedagogical content knowledge versus subject matter knowledge, an illustration in the primary school mathematics context of Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31241682.

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Fung, Chun-ip. „Pedagogical content knowledge versus subject matter knowledge, an illustration in the primary school mathematics context of Hong Kong /“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2280559x.

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Nikolopoulos, Spyridon. „Semantic multimedia analysis using knowledge and context“. Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/3148.

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The difficulty of semantic multimedia analysis can be attributed to the extended diversity in form and appearance exhibited by the majority of semantic concepts and the difficulty to express them using a finite number of patterns. In meeting this challenge there has been a scientific debate on whether the problem should be addressed from the perspective of using overwhelming amounts of training data to capture all possible instantiations of a concept, or from the perspective of using explicit knowledge about the concepts’ relations to infer their presence. In this thesis we address three problems of pattern recognition and propose solutions that combine the knowledge extracted implicitly from training data with the knowledge provided explicitly in structured form. First, we propose a BNs modeling approach that defines a conceptual space where both domain related evi- dence and evidence derived from content analysis can be jointly considered to support or disprove a hypothesis. The use of this space leads to sig- nificant gains in performance compared to analysis methods that can not handle combined knowledge. Then, we present an unsupervised method that exploits the collective nature of social media to automatically obtain large amounts of annotated image regions. By proving that the quality of the obtained samples can be almost as good as manually annotated images when working with large datasets, we significantly contribute towards scal- able object detection. Finally, we introduce a method that treats images, visual features and tags as the three observable variables of an aspect model and extracts a set of latent topics that incorporates the semantics of both visual and tag information space. By showing that the cross-modal depen- dencies of tagged images can be exploited to increase the semantic capacity of the resulting space, we advocate the use of all existing information facets in the semantic analysis of social media.
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Bücher zum Thema "Context knowledge"

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King, Linda, Hrsg. Learning, Knowledge and Cultural Context. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4257-1.

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1949-, King Linda, und Unesco Institute for Education, Hrsg. Learning, knowledge, and cultural context. Dordrecht: Kluwer, 1999.

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1945-, Pettit Philip, und McDowell John Henry, Hrsg. Subject, thought, and context. Oxford [Oxfordshire]: Clarendon Press, 1986.

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Warren, Paul, John Davies und Elena Simperl, Hrsg. Context and Semantics for Knowledge Management. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19510-5.

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Barke, Antonia C. J. The closure of knowledge in context. Paderborn: Mentis, 2002.

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1947-, Apprey Maurice, Hrsg. Context and dynamics in clinical knowledge. Charlottesville: University Press of Virginia, 1985.

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Büchner, Alexander G. Context mediation among knowledge discovery components. [S.l: The author], 2003.

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G, Altbach Philip. The knowledge context: Comparative perspectives on the distribution of knowledge. Albany, N.Y: State University of New York Press, 1987.

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Jane, Duran. Knowledge in context: Naturalized epistemology and sociolinguistics. Lanham, Md: Rowman & Littlefield, 1994.

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Keller, George. Changes in the context for creating knowledge. New York, N.Y: American Council of Learned Societies, 1994.

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Buchteile zum Thema "Context knowledge"

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Stanton, Christine Rogers. „Context and Community“. In Constructing Knowledge, 173–94. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-912-1_10.

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Montminy, Martin. „Knowledge and Disagreement“. In Epistemology, Context, and Formalism, 33–47. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02943-6_3.

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Hogan, Aidan, Claudio Gutierrez, Michael Cochcz, Gerard de Melo, Sabrina Kirranc, Axel Pollcrcs, Roberto Navigli et al. „Schema, Identity, and Context“. In Knowledge Graphs, 25–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-01918-0_3.

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Pandey, Krishna Nath. „The Context“. In Paradigms of Knowledge Management, 71–96. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2785-4_2.

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Brentjes, Sonja. „Sanctioning Knowledge*“. In The Sciences in Islamicate Societies in Context, 221–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003372455-11.

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Séguinot, Candace. „Knowledge, expertise, and theory in translation“. In Translation in Context, 87. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/btl.39.12seg.

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Büchner, Alex G., John G. Hughes und David A. Bell. „Contextual Data and Domain Knowledge for Incorporation in Knowledge Discovery Systems“. In Modeling and Using Context, 447–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48315-2_35.

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Ell, Basil, Elena Simperl, Stephan Wölger, Benedikt Kämpgen, Simon Hangl, Denny Vrandečić und Katharina Siorpaes. „Enterprise Knowledge Structures“. In Context and Semantics for Knowledge Management, 29–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19510-5_3.

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Hintikka, Jaakko. „Knowledge Is Justifiable True Information“. In Epistemology, Context, and Formalism, 245–50. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02943-6_14.

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Witulski, Klaus. „Context Sensitive Knowledge Processing“. In Information and Classification, 335–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-50974-2_34.

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Konferenzberichte zum Thema "Context knowledge"

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Jennex, M. E. „Classifying Knowledge Management Systems Based on Context Content“. In Proceedings of the 39th Annual Hawaii International Conference on System Sciences (HICSS'06). IEEE, 2006. http://dx.doi.org/10.1109/hicss.2006.85.

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Kelemen, Jozef. „On knowledge in context“. In 2010 IEEE 8th International Symposium on Intelligent Systems and Informatics (SISY 2010). IEEE, 2010. http://dx.doi.org/10.1109/sisy.2010.5647509.

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Jianmei Guo und Yinglin Wang. „Context modeling for knowledge flow“. In 2008 IEEE International Conference on Information Reuse and Integration. IEEE, 2008. http://dx.doi.org/10.1109/iri.2008.4583052.

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Ghosh, Aritra, Neil Heffernan und Andrew S. Lan. „Context-Aware Attentive Knowledge Tracing“. In KDD '20: The 26th ACM SIGKDD Conference on Knowledge Discovery and Data Mining. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3394486.3403282.

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Smith, Catherine L., und Soo Young Rieh. „Knowledge-Context in Search Systems“. In CHIIR '19: Conference on Human Information Interaction and Retrieval. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3295750.3298940.

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Zhang, Rongxia, Mingwei Wang, Shusheng Zhang, Jingtao Zhou und Min Shi. „Context-sensitive Product Knowledge Query“. In 2010 International Conference on Artificial Intelligence and Computational Intelligence (AICI). IEEE, 2010. http://dx.doi.org/10.1109/aici.2010.126.

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Pan, Xuwei, Xiyong Zhu und Shixiong Wang. „Integrate Context into Knowledge Management“. In 2008 4th International Conference on Wireless Communications, Networking and Mobile Computing (WiCOM). IEEE, 2008. http://dx.doi.org/10.1109/wicom.2008.2724.

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Luo, Yuanfei, Quan Wang, Bin Wang und Li Guo. „Context-Dependent Knowledge Graph Embedding“. In Proceedings of the 2015 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/d15-1191.

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„CONTEXT VECTOR CLASSIFICATION - Term Classification with Context Evaluation“. In International Conference on Knowledge Discovery and Information Retrieval. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003067403870391.

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Wang, Jiahong, Eiichiro Kodama, Toyoo Takada und Jie Li. „Mining context-related sequential patterns for recommendation systems“. In Knowledge Management (CAMP). IEEE, 2010. http://dx.doi.org/10.1109/infrkm.2010.5466905.

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Berichte der Organisationen zum Thema "Context knowledge"

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von Sigsfeld, Julia. Ancestral Knowledges and the Ecuadorian Knowledge Society. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2020. http://dx.doi.org/10.46877/sigsfeld.2020.24.

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The government of Rafael Correa (2007-2017) embarked on an ambitious project of diversifying the national economy to transition from a primary resource exporting economy to a competitive Knowledge Society and a Knowledge-Based Bio-Economy as biodiversity was conceptualized as the country’s most significant comparative advantage. This paper traces how peoples’ and nationalities’ knowledges, so-called ancestral knowledges, were elicited in unprecedented ways in this context of bringing about a change of the productive matrix. While knowledge in general was reframed as an infinite resource, ancestral knowledges were made productive for a state-led project of capitalist modernization.
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Sakhanenko, Nikita A., und George F. Luger. Using Structured Knowledge Representation for Context-Sensitive Probabilistic Modeling. Fort Belvoir, VA: Defense Technical Information Center, Januar 2008. http://dx.doi.org/10.21236/ada491876.

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Madnick, Stuart, und Michael Siegel. Context Interchange: Using Knowledge About Data to Integrate Disparate Sources. Fort Belvoir, VA: Defense Technical Information Center, Oktober 1999. http://dx.doi.org/10.21236/ada372091.

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Pollitt, Christopher. Public Management Reform: Reliable Knowledge and International Experience. Inter-American Development Bank, Dezember 2003. http://dx.doi.org/10.18235/0012253.

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This paper addresses some fundamental questions concerning the nature of knowledge about public management reform, and particularly its transferability between countries and contexts. It's main point will be that knowledge of what works and what does not tends to be heavily context-dependent.
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Dolor, Jason Mark. Investigating Statistics Teachers' Knowledge of Probability in the Context of Hypothesis Testing. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5914.

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Ahoba-Sam, Rhoda, Andrea Caputo, David Charles und Rebecca Herron. Bridging the chasm? Exploring the effect of the University Context on Knowledge Exchange. University of Stavanger, 2020. http://dx.doi.org/10.3990/4.2535-5686.2020.01.

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Oh, Keunyoung, und Liza Abraham. The Effect of Knowledge on Decision-Making in the Context of Organic Cotton Clothing. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-521.

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Taylor, Peter, und Crystal Tremblay. Decolonising Knowledge for Development in the Covid-19 Era. Institute of Development Studies (IDS), März 2022. http://dx.doi.org/10.19088/ids.2022.018.

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This Working Paper seeks to explore current and emerging framings of decolonising knowledge for development. It does this with the intent of helping to better understand the importance of diverse voices, knowledges, and perspectives in an emerging agenda for development research. It aims to offer conceptual ideas and practical lessons on how to engage with more diverse voices and perspectives in understanding and addressing the impacts of Covid-19. The authors situate their thoughts and reflections around experiences recently shared by participants in international dialogues that include the Covid Collective; an international network of practitioners working in development contexts; engagement and dialogue with Community-based Research Canada, and their work with the Victoria Forum. Through these stories and reflections, they bring together key themes, tensions, and insights on the decolonisation of knowledge for development in the context of the Covid-19 era as well as offering some potential ways forward for individuals and organisations to transform current knowledge inequities and power asymmetries. These pathways, among other solutions identified, call for the inclusion of those whose challenges are being addressed, reflective spaces for inclusive processes, and connection, sharing and demonstrating the value of decolonised knowledge for liberation and trust.
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Böhme, Stephan, und Marcel Lippmann. Description Logics of Context with Rigid Roles Revisited. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.211.

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To represent and reason about contextualized knowledge often two-dimensional Description Logics (DLs) are employed, where one DL is used to describe contexts (or possible worlds) and the other DL is used to describe the objects, i.e. the relational structure of the specific contexts. Previous approaches for DLs of context that combined pairs of DLs resulted in undecidability in those cases where so-called rigid roles are admitted, i.e. if parts of the relational structure are the same in all contexts. In this paper, we present a novel combination of pairs of DLs and show that reasoning stays decidable even in the presence of rigid roles. We give complexity results for various combinations of DLs involving ALC, SHOQ, and EL.
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McDonald, David, und James Pustejovsky. C3: The Compositional Construction of Context. 'A More Effective and Efficient Way to Marshal Inferences from Background Knowledge'. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada592198.

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