Dissertationen: „Theory of knowledge“

1

Lamotte, Virginie. „Ibn Taymiyya's theory of knowledge“. Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22601.

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This thesis highlights a new interpretation of the writings of Ibn Taymiyya. Previous scholarship has stressed the legalistic, social or religious aspect, often at the expense of the philosophical content of Ibn Taymiyya's works. The explanatory insight of a study on the theory of knowledge, hitherto neglected, is evidenced by its capability to demonstrate the convergence of elementary, religious, intuitive and rational principles. The theory illustrates the concerns of a synthetic mind whose attempt was to broaden and not restrict the domain of knowledge vis-a-vis the Divine. Knowledge is not man's privilege and is available to all of creation. All created entities have the capacity to know their Creator. This thesis attempts to shed light on the mechanisms of the acquisition of knowledge about the Divine in their modes of availability to the creatures and to man. Tensions of the human predicament thus participate in the logical framework of the discussion. The attempt is to define the domain of knowledge, its components, and its parameters in the quest for a perfect acquisition of knowledge.

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2

Chisnall, Anne Clare. „Grounded theory for knowledge acquisition“. Thesis, De Montfort University, 1998. http://hdl.handle.net/2086/4140.

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3

Longo, Cristiano. „Set theory for knowledge representation“. Doctoral thesis, Università di Catania, 2012. http://hdl.handle.net/10761/1031.

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The decision problem in set theory has been intensively investigated in the last decades, and decision procedures or proofs of undecidability have been provided for several quantified and unquantified fragments of set theory. In this thesis we study the decision problem for three novel quantified fragments of set theory, which allow the explicit manipulation of ordered pairs. We present a decision procedure for each language of this family, and prove that all of these procedures are optimal (in the sense that they run in nondeterministic polynomial-time) when restricted to formulae with quantifier nesting bounded by a constant. The expressive power of languages of this family is then measured in terms of set-theoretical constructs they allow to express. In addition, these languages can be profitably employed in knowledge representation, since they allow to express a large amount description logic constructs.

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4

Centrén, Philip, Mustafa Mehmed und Martin Werner. „Knowledge Management The presence of Knowledge Management theory in companies“. Thesis, Kristianstad University College, School of Health and Society, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4731.

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Knowledge is regarded as key resource in today’s business environment. Many researchers argue that it is the key resource to create a competitive advantage. Still, it differs itself from ordinary resources. Knowledge cannot be quantified or specified numerically to recognize the quantity of knowledge a company possesses. Furthermore, companies may lack the ability to achieve an absolute control over the supply of knowledge that will occur when trying to extract it from employees. Knowledge Management is the field which presents an approach to manage the valuable resource of accumulated knowledge. By implementing processes and actions in a company, it will obtain a control over the knowledge in the organization. This dissertation also presents diverse definitions of Knowledge Management. By investigating the components of these definitions, we see that various academic researchers recognize different notions upon Knowledge Management as theory. When reviewing theory, one could question the validity of the word management in Knowledge Management. The theory declares management as an enhancement of practices in organizational context.

The purpose of our dissertation was to investigate if theoretical Knowledge Management is a coexisted factor in companies. By looking at the elements extracted from theory, this notion became apparent. When implementing Knowledge Management, an individual company creates opportunities for people to learn and share their knowledge.

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5

Hassani, Mehraban Farhad. „Supply chain knowledge creation : applications of organizational knowledge creation theory“. Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/supply-chain-knowledge-creation(02eaeb75-2fad-494b-ac4d-20e82dddfc60).html.

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Scholars argue that knowledge is a fundamental source for retaining competitive advantage, as value creation depends fundamentally on the competence of a firm to create new knowledge (Nonaka and Toyama, 2002). Knowledge creation is based on conversion of two types of knowledge: tacit knowledge, which is constituent to the comprehensiveness of an individual’s consciousness, and explicit knowledge, which can be readily communicated. Based on the framework by Nonaka and Takeuchi (1995), one of the most significant and cited models, the motivation of this research is to expand knowledge creation model from intra- to inter-organizational relationships theoretically and explore supply chain knowledge creation process in practice to examine the sequences of this extension. Studying three firms in the fashion industry, this thesis contributes to research on knowledge creation by taking a socio-technological perspective through a qualitative study of supply chain management. The research findings provide support for the proposed theoretical model in which social relationships and technology interact in the knowledge creation process to diminish supply chain complexities. While many supply chain relationships I observed appear to be influential in creating knowledge, one similarity among the cases here is that the effectiveness of the knowledge creation process has been limited due to the lack of harmony in employing knowledge resources. Knowledge creation process may be superficial due to the fact that they require a large revolution in work routines regarding the use of technology. Even where there is some degree of socialization, the process is partial because of incongruities between individuals understanding and corporate supply chain strategies.

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6

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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7

Still, Carl Nelson. „Aquinas's theory of human self-knowledge“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/NQ53911.pdf.

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8

Parodi, Pascale. „The knowledge management convergence : from theory to practice in knowledge management“. Aix-Marseille 3, 2004. http://www.theses.fr/2004AIX30019.

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Le Management du Savoir (KM), n'est pas une nouvelle philosophie impossible à propos de la gestion des organisations, mais plutôt la somme de petites actions qui contribuent à la réussite du tout. Dans le contexte de la nouvelle économie, le KM est devenu incontournable. L'auteur le définit comme "le processus nourricier pour la survie des organisations". L'originalité de ce travail est de démontrer que le KM n'est pas forcement une thématique nouvelle qu'il faut caser à touts prix dans nos organisations. Il s'agit de prêter attention à la "Convergence liée au Savoir" ("Knowledge Convergence" KC) qui a déjà eu lieu, la plupart du temps, dans nos organisations; et non pas de créer une bulle séparée, isolante. Identifier et prendre en compte la "Convergence liée au Savoir" est une façon de commencer à pratiquer le KM. C'est identifier dans les structures établies de nos organisations, les germes de celle-ci. C'est considérer le développement organique qui a déjà eu lieu, et regrouper les efforts existants sous le parasol virtuel du KM. L'objectif est double. Il s'agit d'une part, d'enraciner ces pratiques dans la culture de l'organisation, afin d'entretenir la motivation du personnel. D'autre part, cela permet de réduire les barrières fonctionnelles entre les différents départements dans le but d'atteindre des objectifs communs, et de réaliser des tâches de plus en plus complexes. Les méthodes et pratiques du KM déployées, tiennent lieu de tactiques. Si ces pratiques convergent sous l'œil bienveillant d'une équipe pluridisciplinaire qui les coordonne, alors un nouveau savoir porteur d'avenir pourra émerger ("Knowledge Emergence"), et nous conduire à l' "Avantage Créatif"
Knowledge Management (KM) is not a new impossible philosophy about business, but more the sum of all the small actions that are contributing to the success of the whole picture. In the context of the new economy, KM becomes inevitable. The author defines it as "the process of nurturing for surviving in organizations. " The original contribution of this work is to demonstrate that KM is not a new topic that we must fit into our organizations. We rather have to pay attention to the "Knowledge Convergence" (KC), that already most of the time happens in our organizations and not to create a separate isolating bubble. Identify and take in account the KC is a way to start doing KM. This is about identifying in our established structures in organizations, its seeds. This is about the consideration of the organic development that already happened in companies and their linkage under the virtual umbrella of the already existing KM efforts. The goal is double. In one hand this is about enrooting those practices in the company culture sustaining the employees' motivation. On the other hand, it allows reducing the functional barriers between the different departments, in order to achieve common goals and perform more and more complex tasks. KM methods and practices used are tactical. If those converge (KC) under the coordination of a cross-functional team, then a new kind of knowledge could emerge (Knowledge Emergence). This then leads to the "Creative Advantage"

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9

Broncano-Berrocal, Fernando. „Luck and the control theory of knowledge“. Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/129460.

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This thesis presents a diagnosis of the problem of luck in epistemology and an analysis of the concept of knowledge. Part I gives an account of the ordinary concept of luck. Part II gives an account of the philosophical notion of epistemic luck and develops an original account of the concept of knowledge: the control theory of knowledge
Aquesta tesi presenta un diagnòstic del problema de la sort en epistemologia i una anàlisi del concepte de coneixement. La primera part ofereix una teoria del concepte ordinari de sort. La segona part ofereix una teoria de la noció filosòfica de sort epistèmica i desenvolupa una teoria original del concepte de coneixement: la teoria del control

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10

Loughlin, Michael. „Direct action - as a theory of knowledge“. Thesis, University of Liverpool, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333888.

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11

Bernhard, David. „Zero-knowledge proofs in theory and practice“. Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649374.

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Zero-knowledge proof schemes are one of the main building blocks of modern cryptography. Using the Helios voting protocol as a practical example, we show mistakes in the previous understanding of these proof schemes and the resulting security problems. We proceed to define a hierarchy of security notions that solidifies our understanding of proof schemes: weak proof schemes, strong proof schemes and multi-proofs. We argue that the problems in Helios result from its use of weak proofs and show how these proofs can be made strong. We provide the first proof of ballot privacy for full Helios ballots with strong proofs. In Helios, a proof scheme commonly known as Fiat-Shamir-Schnorr is used to strengthen encryption, a construction also known as Signed E1Gamal or more generally, Encrypt+PoK. We show that in the Encrypt+PoK construction, our hierarchy of proof scheme notions corresponds naturally to a well-known hierarchy of security notions for public-key encryption: weal< proofs yield chosen-plain text secure encryption, strong proofs yield non-malleable encryption and multi-proofs yield chosen-ciphertext secure encryption. Next, we ask whether Signed E1Gamal is chosen-ciphertext secure, a question closely related but not identical to whether Fiat-Shamir-Schnorr proofs are multi-proofs. We answer both these questions negatively: under a reasonable assumption, the failure of which would cast doubt on the security of Schnorr-like proofs, we prove that Signed E1Gamal cannot be shown to be chosen-ciphertext secure by a reduction to the security of plain E1Gamal. This answers an open question, to our knowledge first asked by Shoup and Gennaro in a paper published in 1998.

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12

Smith, Julian P. „Neural networks, information theory and knowledge representation“. Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/20801.

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13

Holliday, Linda Ann. „Knowledge convergence theory the role of knowledge transfer in a corporate transformation /“. Full text available, 1997. http://images.lib.monash.edu.au/ts/theses/holliday.pdf.

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14

Wang, Qin, und 王沁. „Knowledge and description“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B47869896.

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It has been debated whether knowledge attributions are descriptions of the world. Descriptivists argue that they are. Non-cognitivists discover that knowledge attributions have characteristics that are not shared by paradigm cases of descriptions. Most forms of non-cognitivism therefore deny that knowledge attributions are descriptions of the world. This thesis approaches the debate using data from the ordinary use of language. It is argued that a prominent form of descriptivism, attributor contextualism, is in conflict with treating ordinary use of simple knowledge attributions as true. This treatment of ordinary language is adopted by prominent contextualists, and is what distinguishes contextualism from its main rival, invariantism. The conflict is generalized to descriptivism in general so that either descriptivism or the treatment of simple ordinary use of the language as true has to be given up. Various arguments for and against such treatment of ordinary language and descriptivism’s alternative, non-cognitivism, are examined respectively. It is held that although many forms of non-cognitivism are problematic, whether non-cognitivism is a true thesis still remains open. It is also argued that despite its initial plausibility, the treatment of simple ordinary use of indicative language as true is not as attractive as it first appears to be. Since we are not forced to accept treating simple ordinary knowledge attributions as true, as far as the conflict between the two goes, we are not forced to give up descriptivism, either. However, non-cognitivism remains an attractive alternative to descriptivism.
published_or_final_version
Philosophy
Master
Master of Philosophy

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15

Parsons, John Scott. „Automated knowledge acquisition for knowledge-based systems, KE-RIT : the Use of Kelleys' personal construct theory in the automation of knowledge acquisitions (theory and prototype) /“. Online version of thesis, 1992. http://hdl.handle.net/1850/11056.

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16

Khor, Sebastian W. „A fuzzy knowledge map framework for knowledge representation /“. Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070822.32701.

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17

Piety, Marilyn Gaye. „Kierkegaard on knowledge“. Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28884.

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Almost no work has been done on the substance of Kierkegaard's epistemology. I argue, however, that knowledge plays a much more important role in Kierkegaard's thought than has traditionally been appreciated.
There are two basic types of knowledge, according to Kierkegaard: "objective knowledge" and "subjective knowledge." I argue that both types of knowledge are associated by Kierkegaard with "certainty" and may be defined as justified true mental representation (forestilling). I also argue, however, that the meaning of 'certainty,' 'justified' and 'true' is derivative of the object of knowledge. That is, I argue that Kierkegaard employs these expressions in both an objective and subjective sense and that the latter sense is not, as it has often been interpreted to be, subjectivist.
Finally, I argue that an appreciation of the substance of Kierkegaard's epistemology reveals that the charges of irrationalism which have often been made against him, are without foundation.

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18

Stanley, Tracy. „Knowledge transfer across countries and cultures : an international theory-building case study“. Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15880/1/Tracy_Stanley_Thesis.pdf.

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While the importance of knowledge creation and management has been widely recognised as vital to an organisation's ongoing competitiveness and success since the 1990s, there has been little systematic study of knowledge creation and transfer processes in organisations. Much of what has been reported in the literature is anecdotal in nature. Particularly lacking is research within an international context, exploring issues related to the transfer of knowledge across countries and culture. It is proposed that there is a need for theory building research in the area of knowledge transfer. Given the complex and social nature of knowledge, a qualitative approach to undertaking this research was adopted. The study is an inductive, theory-building case study in relation to a multinational company. In summary, this study evaluated the effectiveness of a best practice knowledge management program in achieving knowledge transfer in sales and marketing practices throughout the markets of Europe, Middle East, Africa and Latin America. It considered the methods by which knowledge was transferred and their relative effectiveness, and those factors which may have mediated or limited the knowledge transfer processes. The research was undertaken by the company's Knowledge Manager who had created the best-practice knowledge transfer program. The implications of this situation on the study's validity and reliability are discussed, and were taken into account in the design of the questionnaire and in the analysis of all findings. The case study site was a European-based, global travel technology company. The principal data-gathering method was a structured interview conducted by telephone with senior staff from within 28 European and Latin American markets. In total, 31 interviews were undertaken. This broad-ranging interview method gathered information and feedback on the processes used for identifying and distributing best practices in sales and marketing. The interview data were supplemented by feedback questionnaires from best practice forums, intranet usage statistics, observations from best practice forums and from interviews with staff in the central organisation. While there was evidence that knowledge transfer had occurred, the results of the study highlighted the difficulties in effectively measuring the knowledge transfer process. It is the researcher's view that clear and visible measures of knowledge transfer are not universal or even generic, but rather are to be discerned in a range of indicators across actions, behaviours, attitudes and outcomes in culture-specific settings. A time based knowledge measurement model was developed to assist in this regard. Other major outcomes from the research included: * The confirmation of the critical importance of face-to-face communication mechanisms for knowledge transfer to result in knowledge uptake. * The identification of the role of technology as an enabler of communication and distribution of knowledge, but not as a driver for action or knowledge uptake. * The recognition of the relationship between the broad factors impacting on knowledge transfer such as organisational factors, external environment and individual characteristics, in a complex and non-linear manner, suggesting that knowledge transfer is a multi-factorial process involving interacting variables to an extent greater than generally accepted hitherto. A tool for use within organisational settings has been developed in this regard. * The identification of the interplay between different individual specific characteristics or factors such as personal experience of change, experience of working in a different cultural context, ego/personality, and credibility of the person transmitting the practice which influence the decision to adopt or not adopt a practice from another market. * The identification of the need for cultural similarity and high levels of homogeneity, in terms of market maturity, market size and competitive position for practices to transfer more often between countries. * The recognition that many factors operate to influence and shape the knowledge or indeed to block the transfer of practices between countries, with resistance to other practices possibly relating to an individual's need for the application of creativity, personal ownership and control. Additionally, the researcher observed that much of the language within the existing literature describing those factors which block or limit knowledge transfer is negatively framed. The researcher believes that a change in attitude about the positive influence of an individual's filtering processes, together with a change in organisational language describing resistance to knowledge transfer, would yield a positive impact on individuals' attitudes and behaviour with regard to knowledge transfer. Several areas for further research as a result of the study were identified and include individual factors such as cultural characteristics, motivation, personality and adult learning styles. Additionally, a more detailed examination and understanding of the impact of organisational factors such as leadership and generational gaps on knowledge transfer would be of significant value to the body of knowledge.

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19

Stanley, Tracy. „Knowledge transfer across countries and cultures an international theory-building case study“. Queensland University of Technology, 2003. http://eprints.qut.edu.au/15880/.

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While the importance of knowledge creation and management has been widely recognised as vital to an organisation's ongoing competitiveness and success since the 1990s, there has been little systematic study of knowledge creation and transfer processes in organisations. Much of what has been reported in the literature is anecdotal in nature. Particularly lacking is research within an international context, exploring issues related to the transfer of knowledge across countries and culture. It is proposed that there is a need for theory building research in the area of knowledge transfer. Given the complex and social nature of knowledge, a qualitative approach to undertaking this research was adopted. The study is an inductive, theory-building case study in relation to a multinational company. In summary, this study evaluated the effectiveness of a best practice knowledge management program in achieving knowledge transfer in sales and marketing practices throughout the markets of Europe, Middle East, Africa and Latin America. It considered the methods by which knowledge was transferred and their relative effectiveness, and those factors which may have mediated or limited the knowledge transfer processes. The research was undertaken by the company's Knowledge Manager who had created the best-practice knowledge transfer program. The implications of this situation on the study's validity and reliability are discussed, and were taken into account in the design of the questionnaire and in the analysis of all findings. The case study site was a European-based, global travel technology company. The principal data-gathering method was a structured interview conducted by telephone with senior staff from within 28 European and Latin American markets. In total, 31 interviews were undertaken. This broad-ranging interview method gathered information and feedback on the processes used for identifying and distributing best practices in sales and marketing. The interview data were supplemented by feedback questionnaires from best practice forums, intranet usage statistics, observations from best practice forums and from interviews with staff in the central organisation. While there was evidence that knowledge transfer had occurred, the results of the study highlighted the difficulties in effectively measuring the knowledge transfer process. It is the researcher's view that clear and visible measures of knowledge transfer are not universal or even generic, but rather are to be discerned in a range of indicators across actions, behaviours, attitudes and outcomes in culture-specific settings. A time based knowledge measurement model was developed to assist in this regard. Other major outcomes from the research included: * The confirmation of the critical importance of face-to-face communication mechanisms for knowledge transfer to result in knowledge uptake. * The identification of the role of technology as an enabler of communication and distribution of knowledge, but not as a driver for action or knowledge uptake. * The recognition of the relationship between the broad factors impacting on knowledge transfer such as organisational factors, external environment and individual characteristics, in a complex and non-linear manner, suggesting that knowledge transfer is a multi-factorial process involving interacting variables to an extent greater than generally accepted hitherto. A tool for use within organisational settings has been developed in this regard. * The identification of the interplay between different individual specific characteristics or factors such as personal experience of change, experience of working in a different cultural context, ego/personality, and credibility of the person transmitting the practice which influence the decision to adopt or not adopt a practice from another market. * The identification of the need for cultural similarity and high levels of homogeneity, in terms of market maturity, market size and competitive position for practices to transfer more often between countries. * The recognition that many factors operate to influence and shape the knowledge or indeed to block the transfer of practices between countries, with resistance to other practices possibly relating to an individual's need for the application of creativity, personal ownership and control. Additionally, the researcher observed that much of the language within the existing literature describing those factors which block or limit knowledge transfer is negatively framed. The researcher believes that a change in attitude about the positive influence of an individual's filtering processes, together with a change in organisational language describing resistance to knowledge transfer, would yield a positive impact on individuals' attitudes and behaviour with regard to knowledge transfer. Several areas for further research as a result of the study were identified and include individual factors such as cultural characteristics, motivation, personality and adult learning styles. Additionally, a more detailed examination and understanding of the impact of organisational factors such as leadership and generational gaps on knowledge transfer would be of significant value to the body of knowledge.

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20

Bastable, Mary E. „Social theory and embodied knowledge : An auto/biographical approach“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1297.

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21

Harispe, Sébastien. „Knowledge-based Semantic Measures : From Theory to Applications“. Thesis, Montpellier 2, 2014. http://www.theses.fr/2014MON20038/document.

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Les notions de proximité, de distance et de similarité sémantiques sont depuis longtemps jugées essentielles dans l'élaboration de nombreux processus cognitifs et revêtent donc un intérêt majeur pour les communautés intéressées au développement d'intelligences artificielles. Cette thèse s'intéresse aux différentes mesures sémantiques permettant de comparer des unités lexicales, des concepts ou des instances par l'analyse de corpus de textes ou de représentations de connaissance (e.g. ontologies). Encouragées par l'essor des technologies liées à l'Ingénierie des Connaissances et au Web sémantique, ces mesures suscitent de plus en plus d'intérêt à la fois dans le monde académique et industriel. Ce manuscrit débute par un vaste état de l'art qui met en regard des travaux publiés dans différentes communautés et souligne l'aspect interdisciplinaire et la diversité des recherches actuelles dans ce domaine. Cela nous a permis, sous l'apparente hétérogénéité des mesures existantes, de distinguer certaines propriétés communes et de présenter une classification générale des approches proposées. Par la suite, ces travaux se concentrent sur les mesures qui s'appuient sur une structuration de la connaissance sous forme de graphes sémantiques, e.g. graphes RDF(S). Nous montrons que ces mesures reposent sur un ensemble réduit de primitives abstraites, et que la plupart d'entre elles, bien que définies indépendamment dans la littérature, ne sont que des expressions particulières de mesures paramétriques génériques. Ce résultat nous a conduits à définir un cadre théorique unificateur pour les mesures sémantiques. Il permet notamment : (i) d'exprimer de nouvelles mesures, (ii) d'étudier les propriétés théoriques des mesures et (iii) d'orienter l'utilisateur dans le choix d'une mesure adaptée à sa problématique. Les premiers cas concrets d'utilisation de ce cadre démontrent son intérêt en soulignant notamment qu'il permet l'analyse théorique et empirique des mesures avec un degré de détail particulièrement fin, jamais atteint jusque-là. Plus généralement, ce cadre théorique permet de poser un regard neuf sur ce domaine et ouvre de nombreuses perspectives prometteuses pour l'analyse des mesures sémantiques. Le domaine des mesures sémantiques souffre d'un réel manque d'outils logiciels génériques et performants ce qui complique à la fois l'étude et l'utilisation de ces mesures. En réponse à ce manque, nous avons développé la Semantic Measures Library (SML), une librairie logicielle dédiée au calcul et à l'analyse des mesures sémantiques. Elle permet d'utiliser des centaines de mesures issues à la fois de la littérature et des fonctions paramétriques étudiées dans le cadre unificateur introduit. Celles-ci peuvent être analysées et comparées à l'aide des différentes fonctionnalités proposées par la librairie. La SML s'accompagne d'une large documentation, d'outils logiciels permettant son utilisation par des non informaticiens, d'une liste de diffusion, et de façon plus large, se propose de fédérer les différentes communautés du domaine afin de créer une synergie interdisciplinaire autour la notion de mesures sémantiques : http://www.semantic-measures-library.org Cette étude a également conduit à différentes contributions algorithmiques et théoriques, dont (i) la définition d'une méthode innovante pour la comparaison d'instances définies dans un graphe sémantique – nous montrons son intérêt pour la mise en place de système de recommandation à base de contenu, (ii) une nouvelle approche pour comparer des concepts représentés dans des taxonomies chevauchantes, (iii) des optimisations algorithmiques pour le calcul de certaines mesures sémantiques, et (iv) une technique d'apprentissage semi-supervisée permettant de cibler les mesures sémantiques adaptées à un contexte applicatif particulier en prenant en compte l'incertitude associée au jeu de test utilisé. Travaux validés par plusieurs publications et communications nationales et internationales
The notions of semantic proximity, distance, and similarity have long been considered essential for the elaboration of numerous cognitive processes, and are therefore of major importance for the communities involved in the development of artificial intelligence. This thesis studies the diversity of semantic measures which can be used to compare lexical entities, concepts and instances by analysing corpora of texts and knowledge representations (e.g., ontologies). Strengthened by the development of Knowledge Engineering and Semantic Web technologies, these measures are arousing increasing interest in both academic and industrial fields.This manuscript begins with an extensive state-of-the-art which presents numerous contributions proposed by several communities, and underlines the diversity and interdisciplinary nature of this domain. Thanks to this work, despite the apparent heterogeneity of semantic measures, we were able to distinguish common properties and therefore propose a general classification of existing approaches. Our work goes on to look more specifically at measures which take advantage of knowledge representations expressed by means of semantic graphs, e.g. RDF(S) graphs. We show that these measures rely on a reduced set of abstract primitives and that, even if they have generally been defined independently in the literature, most of them are only specific expressions of generic parametrised measures. This result leads us to the definition of a unifying theoretical framework for semantic measures, which can be used to: (i) design new measures, (ii) study theoretical properties of measures, (iii) guide end-users in the selection of measures adapted to their usage context. The relevance of this framework is demonstrated in its first practical applications which show, for instance, how it can be used to perform theoretical and empirical analyses of measures with a previously unattained level of detail. Interestingly, this framework provides a new insight into semantic measures and opens interesting perspectives for their analysis.Having uncovered a flagrant lack of generic and efficient software solutions dedicated to (knowledge-based) semantic measures, a lack which clearly hampers both the use and analysis of semantic measures, we consequently developed the Semantic Measures Library (SML): a generic software library dedicated to the computation and analysis of semantic measures. The SML can be used to take advantage of hundreds of measures defined in the literature or those derived from the parametrised functions introduced by the proposed unifying framework. These measures can be analysed and compared using the functionalities provided by the library. The SML is accompanied by extensive documentation, community support and software solutions which enable non-developers to take full advantage of the library. In broader terms, this project proposes to federate the several communities involved in this domain in order to create an interdisciplinary synergy around the notion of semantic measures: http://www.semantic-measures-library.org This thesis also presents several algorithmic and theoretical contributions related to semantic measures: (i) an innovative method for the comparison of instances defined in a semantic graph – we underline in particular its benefits in the definition of content-based recommendation systems, (ii) a new approach to compare concepts defined in overlapping taxonomies, (iii) algorithmic optimisation for the computation of a specific type of semantic measure, and (iv) a semi-supervised learning-technique which can be used to identify semantic measures adapted to a specific usage context, while simultaneously taking into account the uncertainty associated to the benchmark in use. These contributions have been validated by several international and national publications

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Luo, Xiao 1975. „Information, knowledge, and stability : essays in game theory“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36778.

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This dissertation contains three essays in game theory, focusing particularly on the issues of information, knowledge, and stability in complex interactions. It begins with an introductory overview.
Chapter 2 offers a general framework for analyzing complex economic and social environments. Specifically, I introduce new notions of a general system and a ϕ-stable set. By making use of Tarski's fixed point theorem, I then establish the existence of a ϕ-stable set. I further apply the proposed notions to game theory, e.g., rationalizability is derived from the largest ϕ-stable set.
Chapter 3 establishes epistemic foundations for the criterion of "stability." Specifically, in strategic games, achieving common knowledge of rationality (CKR) implies an internally ϕ-stable set that is contained in an externally ϕ-stable set and, moreover, whenever mutually known, a ϕ-stable set is implied by rationality alone. In the case of two-person games, achieving CKR implies a ϕ-stable set. In extensive games with perfect information, achieving CKR implies a unique ϕ-stable set. On the other hand, in both strategic and extensive games, any of the commonly known ϕ-stable sets implies CKR. Furthermore, any ϕ-stable set can be achieved in terms of CKR.
Chapter 4 presents a new solution concept of stable equilibrium in beliefs (SEB) by assuming it is common knowledge that players are uncertainty averse. By making use of an appealing criterion of "stability," an SEB is defined as a strategy profile supported by a stable belief system. It is shown that all SEBs constitute a unique stable belief system, and an SEB satisfies subgame perfectness; moreover, it is shown that the notion of SEB "refines" that of subgame perfect equilibrium in terms of path of play. Finally, we establish the epistemic foundation for the notion of SEB.

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Fricker, Miranda. „Perspectival realism : towards a pluralist theory of knowledge“. Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320948.

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24

Byers, Celina. „Using Ordering Theory to Establish Student Knowledge Levels“. Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc935836/.

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The problem under investigation in this research is the development of a general approach that will establish a students knowledge level so that the student's learning can be optimized by beginning it at the most effective point. In preparation for this study, an active test with an acceptable CT3 homogeneity index was found. Two computer programs, RightOrder and MathTest, were written in Visual Basic. The latter administers the test, producing a file or responses that serves as input for the former, which performs the calculations and matrix manipulation necessary to determine the CT3 of a set of test items and construct a difficulty strata scale. The test was administered twice to the same population, the first time in the original item order. In the second administration, one item from each successive level of difficulty, beginning with the easiest, was given until the respondent answered incorrectly. Then all the remaining items were presented in order of difficulty, beginning with the easiest. The three hypothesis of this study are (a) the difficulty strata scale generated from the computerized retest, using a z-score to be determined as critical value, is congruent with that derived from the analysis done on the data of the first application of the computerized test, (b) the time spent to establish the knowledge level is shorter than the time spent taking the full test, and (c) the test, reordered according to ordering theory principles, is an accurate method of establishing a student's knowledge level.

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Robson, Julie. „Songs of knowledge : Sirens in theory and performance“. Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16108/1/Julie_Robson_Thesis.pdf.

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This inquiry is a two-tongued performance as research project asking "Why was the voice of the Sirens deadly?" and "How can the Sirens inform contemporary feminist theatre praxis?". The two questions in constant dialectic have been explored in a written dissertation as well as in a one-hour original and ensemble performance called The Quivering: a Matter of Life and Death. Analysing references in mythology, art and history, the written component suggests how the Siren's sonic qualities are manifest in distinct cultural icons and embodied by actual female performers. Four Siren vocalities are identified and theorised: The Monster vocality is evidenced in the figure of the femme fatale; the Lamenter exists in traditional funerary singers and contemporary torch songs; the sound of the Diva is heard in the opera queen; and the Lullaby Maker acoustics oscillate between the banter of Mother Goose and the 'red hot mamas' of the blues. Pursuing what is deadly about each of these embodied voices, the thesis articulates why female sound, like the Siren song of knowledge, is so ambivalently received - its evocation of otherness (Monster), liminality (Lamenter), jouissance (Diva) and contra-diction (Lullaby Maker) is both feared and revered. These four vocalities have grown in and out of The Quivering, a performance odyssey that has interrogated aesthetic, content, characterisation, narrative and devising practice, all with an ear to the Siren's 'deadly' sonority. Subverting portrayals of death as a woman and a taboo, its comic-tragic heroines exist in a liminal landscape as lamenters who confront and facilitate the audience's death passage. In counterpoint to Homeric legacy, it has been designed as an open text, which, combined with its heightened physicality and musicality, make for an 'other' aesthetic or contemporary Siren 'song'. The Quivering is pitched at the same tone as the distilled Siren vocalities or 'blue notes', and, as a performance as research project, also re-sounds provocatively within traditional academic discourse. The 'deadliness' of the female voice, in myth, in theory and in performance thus resides in its dissolution of logos and certainty. It quivers with the pleasure and trauma of a corporeal jouissance that exceeds narrative and linguistic frames with its full-bodied, acoustic and imagistic resonance.

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26

Robson, Julie. „Songs of Knowledge: Sirens in Theory and Performance“. Queensland University of Technology, 2004. http://eprints.qut.edu.au/16108/.

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This inquiry is a two-tongued performance as research project asking "Why was the voice of the Sirens deadly?" and "How can the Sirens inform contemporary feminist theatre praxis?". The two questions in constant dialectic have been explored in a written dissertation as well as in a one-hour original and ensemble performance called The Quivering: a Matter of Life and Death. Analysing references in mythology, art and history, the written component suggests how the Siren's sonic qualities are manifest in distinct cultural icons and embodied by actual female performers. Four Siren vocalities are identified and theorised: The Monster vocality is evidenced in the figure of the femme fatale; the Lamenter exists in traditional funerary singers and contemporary torch songs; the sound of the Diva is heard in the opera queen; and the Lullaby Maker acoustics oscillate between the banter of Mother Goose and the 'red hot mamas' of the blues. Pursuing what is deadly about each of these embodied voices, the thesis articulates why female sound, like the Siren song of knowledge, is so ambivalently received - its evocation of otherness (Monster), liminality (Lamenter), jouissance (Diva) and contra-diction (Lullaby Maker) is both feared and revered. These four vocalities have grown in and out of The Quivering, a performance odyssey that has interrogated aesthetic, content, characterisation, narrative and devising practice, all with an ear to the Siren's 'deadly' sonority. Subverting portrayals of death as a woman and a taboo, its comic-tragic heroines exist in a liminal landscape as lamenters who confront and facilitate the audience's death passage. In counterpoint to Homeric legacy, it has been designed as an open text, which, combined with its heightened physicality and musicality, make for an 'other' aesthetic or contemporary Siren 'song'. The Quivering is pitched at the same tone as the distilled Siren vocalities or 'blue notes', and, as a performance as research project, also re-sounds provocatively within traditional academic discourse. The 'deadliness' of the female voice, in myth, in theory and in performance thus resides in its dissolution of logos and certainty. It quivers with the pleasure and trauma of a corporeal jouissance that exceeds narrative and linguistic frames with its full-bodied, acoustic and imagistic resonance.

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27

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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Bartl, Eduard. „Mathematical foundations of graded knowledge spaces“. Diss., Online access via UMI:, 2009.

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Thesis (Ph. D.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrial Engineering, 2009.
Includes bibliographical references.

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Balderson, Shannon School of Arts UNSW. „Knowledge???s value: internalism and externalism“. Awarded by:University of New South Wales. School of Arts, 2007. http://handle.unsw.edu.au/1959.4/31472.

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This thesis engages with epistemology???s value problem. That is, is knowledge epistemically preferable to true belief? If so, how is that the case? The issue under discussion is whether epistemic justification can account for a value discrepancy between true belief and knowledge. First of all, the contours of the justificatory landscape are presented???in particular, the division between externalist and internalist styles. The thesis then considers whether solely truth-directed justification (which includes externalism) can possibly account for a value unique to knowledge. The preliminary conclusion is that solely truth-directed justification cannot solve the value problem. A discussion of internalism then ensues. The discussion does not focus explicitly on which benefits internalism may offer in terms of value; instead, the focus is on whether internalism qua internalism can solve the value problem. It is concluded that, if internalism is the sole provider of the value of knowledge (above that of true belief), then epistemology must forgo the belief that knowledge is preferable to a Gettiered belief. I do not accept such a concession; therefore, I reject the thesis that internalism exclusively solves the value problem. Throughout the thesis, the importance of externalism to epistemology becomes apparent. This feature invites a reconsideration of the value of externalism (in particular, of reliabilism). The thesis closes by reconsidering the value of reliabilism and concludes that the value problem can be solved, but only by an appeal to externalist justification.

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Tsakas, Elias. „Essays on epistemology and evolutionary game theory“. Göteborg : Dept. of Economics, School of Economics and Commercial Law, Göteborg University, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016654920&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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31

Bates, Anthony Shawn. „The Trilogy of Science: Filling the Knowledge Management Gap with Knowledge Science and Theory“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3977.

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The international knowledge management field has different ways of investigating, developing, believing, and studying knowledge management. Knowledge management (KM) is distinguished deductively by know-how, and its intangible nature establishes different approaches to KM concepts, practices, and developments. Exploratory research and theoretical principles have formed functional intelligences from 1896 to 2013, leading to a knowledge management knowledge science (KMKS) concept that derived a grounded theory of knowledge activity (KAT). This study addressed the impact of knowledge production problems on KM practice. The purpose of this qualitative meta-analysis study was to fit KM practice within the framework of knowledge science (KS) study. Themed questions and research variables focused on field mechanisms, operative functions, principle theory, and relationships of KMKS. The action research used by American practitioners has not established a formal structure for KS. The meta-data-analysis examined 385 transdisciplinary peer-reviewed articles using social science, service science, and systems science databases, with a selection of interdisciplinary studies that had a practice-research-theory framework. Key attributes utilizing Boolean limiters, words, phrases and publication dates, along with triangulation, language analysis and coding through analytic software identified commonalities of the data under study. Findings reflect that KM has not become a theoretically saturated field. KS as the forensic science of KM creates a paradigm shift, causes social change that averts rapid shifts in management direction and uncertainty, and connects KM philosophy and science of knowledge. These findings have social change implications by informing the work of managers and academics to generate a methodical applied science.

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Hannon, Michael. „A practical explication of knowledge“. Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648326.

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33

Allerhand, M. H. „A knowledge-based approach to speech pattern recognition“. Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377200.

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34

Franco, John. „A critical analysis of Alvin Plantinga's position on classical foundationalism“. Theological Research Exchange Network (TREN) Access this title online, 1992. http://www.tren.com.

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35

Campbell, Douglas Ian. „A Theory of Consciousness“. Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195372.

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It is shown that there is an unconditional requirement on rational beings to adopt “reflexive” beliefs, these being beliefs with a very particular sort of self-referential structure. It is shown that whoever adopts such beliefs will thereby adopt beliefs that imply that a certain proposition, ᴪ, is true. From the fact that there is this unconditional requirement on rational being to adopt beliefs that imply ᴪ, it is concluded that ᴪ is knowable a priori. ᴪ is a proposition that says, in effect, that one’s own point of view is a point in space and time that is the point of view of some being who has reflexive beliefs. It is argued that this information that is contained in ᴪ boils down to the information that one’s point of view is located at a point in the world at which there is something that is “conscious” in a certain natural and philosophically interesting sense of that word. In other words, a theory of consciousness is defended according to which an entity is conscious if and only if it has reflexive beliefs.

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Shaub, Julia C. „Postindustrial leadership theory an exploration into knowledge-intensive organizations /“. Full text available, 2003. http://images.lib.monash.edu.au/ts/theses/shaub.pdf.

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Taheri, Karen Marie Swanson. „How Play Therapists Integrate Knowledge of Attachment Theory Into Clinical Practice: A Grounded Theory“. ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2001.

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The quality of the dynamics within individuals’ early relationships with their caregivers can impact the overall mental health, functioning, and quality of future relationships for those individuals (Aguilar, Sroufe, Egeland, & Carlson, 2000; Bowlby, 1988; Carlson, 1998; Cassidy & Shaver, 2008; Deklyen & Greenberg, 2008; Johnson & Whiffen, 2003; Levy & Orlans, 1998; Ogawa et al., 1997; Renken et al., 1989; Warren, Huston, Egeland, & Sroufe, 1997). Attachment Theory describes the nature, characteristics, and dynamics of the relationship between a child and caregiver, and delineates how an internal concept of self and self and others is created via those relationships (Bowlby, 1988; Brisch, 2011; Levy & Orlans, 1998; Solomon & George, 1999). Assessing for and addressing attachment issues early in life, and helping to establish a secure base for a child, can serve as a preventative measure for thwarting a variety of interpersonal and self-concept issues (Bowlby, 1988; Martin, 2005; Morisset et al., 1990; Rutter, 1987). Several play therapy interventions for addressing attachment issues exist, yet no framework existed to describe how theoretical knowledge of Attachment Theory may be integrated into clinical practice from initial contact through termination. The purpose of this research was to generate a framework that explored and described how play therapists integrated knowledge of Attachment Theory within their treatment planning. The constructed framework may be used by educators, play therapists and families to conceptualize the play therapy process from an attachment-based perspective.

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Nielsen, Bo B. „Managing knowledge in international strategic alliances : theory and practice /“. København, 2003. http://www.gbv.de/dms/zbw/36270502X.pdf.

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39

Fleming, Forrest Shoup. „Truth, Belief, and Inquiry| A New Theory of Knowledge“. Thesis, University of California, Irvine, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3626962.

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My dissertation lies at the philosophical intersection of the American pragmatist tradition and contemporary epistemology. By treating truth, justification, and belief as matters of degree, I develop a measure of knowledge that captures all of our fundamental intuitions while providing answers to the problems of epistemic luck, skepticism, and scientific pessimism.

Traditionally, knowledge is understood as justified true belief that is not due to luck. My project follows this general outline. First, I describe the pragmatist understanding of truth first articulated by Charles Sanders Peirce in the late nineteenth century. My first chapter offers Peirce's understanding of truth as the best explanation of our intuitive understanding of what it is for a proposition to be the case and shows how we can understand Peirce's theory as compatible with contemporary theories of truth.

In my second chapter, I develop a theory of belief such that an agent believes a proposition when she acts as if that proposition were a rule governing her behavior. On this view, beliefs are theoretical entities posited to make sense of other agents' actions. Following this account of belief, I describe what it is for a belief to be true and argue that sense of truth in which beliefs are true is best understood as an approximation of the full descriptive truth.

My third, fourth, and fifth chapters are an account of justification. Chapter 3 is a descriptive account of synchronic justification: we all reject or accept propositions in accordance with maximizing the coherence of our belief-networks. Chapters 4 and 5 articulate and then defend a new measure of diachronic justification, which is a measure of the degree to which a belief is appropriately revisable and therefore embeddable in an ongoing process of fallibilist inquiry. I develop a novel formal quantification of methodological justification and show that it gives plausible results when applied to popular cases.

My final chapter brings justification, truth, and belief together into a scalar knowledge measure. I locate my theory in ongoing epistemic inquiry, describing its conceptual advantages over rival theories as well as its ability to replicate their successes.

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Clapson, Philip John. „The world without knowledge : the theory of brain-sign“. Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3560/.

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This thesis proposes the theory of brain-sign should replace the theory of consciousness, and mind generally. Consciousness is first described, and it is evident there is neither a consistent account of it, nor an adequate rationale for its existence beyond its (tautological) self-endorsing characterisation as knowledge. This is the target of the critique. Human history and human self-appraisal have assumed knowledge as an (ontologically) intrinsic facet of human make-up, and human disciplines (of ‘thought’) have relied upon it. On the modern supposition that the universe is purely physical, it is widely assumed that science eventually will demonstrate that consciousness, and thus knowledge, are physical. But it is shown here (theoretically and empirically) that as theories of the physical universe, consciousness and thus knowledge are prescientific, incoherent and unmotivated. Nevertheless, there is a brain phenomenon requiring explanation. That explanation is given here by a new account: the theory of brain-sign. Brain-sign is developed as a scientific theory, i.e. directly from the physical universe, and with a fundamental biological role as the communication mechanism for (apposite) organisms in dynamic (i.e. uncertain or imprecise) collective operation. The grounding principle is that the brain is an action organ, not a knowledge organ. The detail and structure of brain-sign is expounded, and its success is contrasted with the inadequacy of consciousness. Humans, and other organisms, are placed in the physical world, and in the context of evolutionary theory. Thus brain-sign theory founds an approach to brain science, but with the result that human self-conception alters fundamentally, as does the relation between the organism and its disciplines, including science itself. Brain-sign theory shows why there ever was a theory of consciousness, or indeed a theory of anything. However, from the nature of our being in the world, it also demonstrates it cannot claim to be true.

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Dirk, Kerry Jean. „Transfer and Faculty Writing Knowledge: An Activity Theory Analysis“. Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50566.

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The purpose of this study was to determine how faculty members\' previous writing experiences in a variety of activity systems shaped their current understanding of writing, as well as to analyze the ways in which this understanding manifests itself in the courses they teach. Using a survey, interviews, genre analysis, and class observations, I aimed to gain an understanding of the ways that faculty members across disciplines transferred and/or recontextualized their own disciplinary writing knowledge. Previous research on faculty writing knowledge is often limited to participants at universities with long-standing, formalized WAC programs. Through nine case-study analyses of faculty across disciplines, this study expands the scope of previous research by focusing on a more diverse set of faculty to contribute to our knowledge of how faculty members negotiate their own understanding of writing with their goals for student writing. The participants\' ability to transfer writing knowledge was largely determined by the way they understood their own processes of learning to write. Those who understood learning to writing from a social interactive perspective transferred rhetorical knowledge among activity systems, while faculty who understood learning to write from a text-based ideology relied on their knowledge of form, grammar and/or mechanics. Participants who shared a writer-based understanding, on the other hand, were resistant to the notion that writing can be taught. Though not entirely inclusive, these unique understandings of how writers develop manifest themselves in the ways disciplinary faculty include writing in their courses. This study demonstrates the nuanced and complex reasons for faculty choices in relation to student writing and encourages WAC/WID writing scholars to consider the complexities of faculty understandings of writing knowledge.

Ph. D.

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42

Yang, Lee-Xieng. „Knowledge partitioning in categorization“. University of Western Australia. School of Psychology, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0016.

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43

Bowen, Kristy Rae. „Gender differences in knowledge“. Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28868.

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Kharitonova, Natalia. „Incarnation as a challenge to foundationalism“. Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Kessler, William B. „The idea of reflection in Christian epistemology“. Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Brokes, Audre Jean. „Lessons unlearned : theories of direct acquaintance at the beginning and the end of twentieth century epistemology /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/5692.

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Harrell, Maralee. „Chaos and reliable knowledge /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9987534.

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Brogan, Mark P. „Transformation theory and e-commerce adoption“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/51.

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This thesis investigates business transformation on the Internet; particularly the nature and significance of Cyber transformation theory and the Marketspace Model as a framework for E-commerce adoption. E-commerce can raise a firm's productivity, transform customer relationships and open up new markets. The extent to which nations become adopters of E-commerce is set to become a source of comparative national competitive advantage (or disadvantage) in the twenty first century.

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49

Rau, Lisa F. „A computational approach to meta-knowledge : calculating breadth and salience“. Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332589.

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Bailey, Leon. „Critical theory and the sociology of knowledge : a comparative study in the theory of ideology /“. New York : P. Lang, 1994. http://catalogue.bnf.fr/ark:/12148/cb37409230p.

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Dissertationen zum Thema „Theory of knowledge“

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