Relevant bibliographies by topics / Environment Understanding

Academic literature on the topic 'Environment Understanding'

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Published: 14 March 2023

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Journal articles on the topic "Environment Understanding"

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Worsfold, P. J. "Understanding our environment." Analytica Chimica Acta 193 (1987): 403–4. http://dx.doi.org/10.1016/s0003-2670(00)86190-5.

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Biswas, Asit K. "Understanding the environment." Land Use Policy 3, no. 1 (January 1986): 73–74. http://dx.doi.org/10.1016/0264-8377(86)90019-0.

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Purves, D. "Understanding our environment." Endeavour 11, no. 1 (January 1987): 52. http://dx.doi.org/10.1016/0160-9327(87)90173-6.

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Albers, J. W. "Understanding gene-environment interactions." Environmental Health Perspectives 105, no. 6 (June 1997): 578–80. http://dx.doi.org/10.1289/ehp.97105578.

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Field, Amanda, Kristin Baxter, and Sharon F. Terry. "Understanding Gene–Environment Interactions." Genetic Testing and Molecular Biomarkers 15, no. 6 (June 2011): 371–72. http://dx.doi.org/10.1089/gtmb.2011.1520.

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Foster, Sam. "Understanding the practice environment." British Journal of Nursing 25, no. 4 (February 25, 2016): 233. http://dx.doi.org/10.12968/bjon.2016.25.4.233.

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Salama, Ashraf M. "Understanding built environment realities." Archnet-IJAR: International Journal of Architectural Research 13, no. 2 (July 15, 2019): 238–43. http://dx.doi.org/10.1108/arch-06-2019-0142.

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PurposeFollowing the successful transition of Archnet-IJAR to Emerald, the introduction of new process and editorial teams, and the production of the first issue last March (Volume 13, Issue 1), the purpose of this paper is to outline key aspects of the contributions published in this edition ofArchnet-IJAR: International Journal of Architectural Research, Volume 13, Issue 1, July 2019.Design/methodology/approachPremised on two generic understandings of built environment research: conceptual frameworks and experimental fieldworks, a classification of topical contents and an identification of approaches within the studies published in this edition, a narrative on evolving interests and themes is developed to outline these undertakings.FindingsFive themes are identified from 13 papers contributed by 27 researchers from academic institutions in 13 countries and territories. Themes include: complexity and prosperity of informal settlements and slums; east–west dialectics of environmental design research and sustainable urbanism; educating future built environment professionals; grassroots research and design strategies; and performance, perception and behavior.Originality/valueUnderstanding and appreciating various research approaches for unveiling key aspects of built environment realities including the spatial and social dimensions would facilitate effective contributions in architectural and urban research. This is coupled with the advancing thematic aspects that enthuse a re-thinking of the key purpose of architectural and urban research while stimulating future research endeavors.
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Walsh, Elaine, Katie Anders, and Sally Hancock. "Understanding, attitude and environment." International Journal for Researcher Development 4, no. 1 (May 17, 2013): 19–38. http://dx.doi.org/10.1108/ijrd-09-2012-0028.

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Mackey, Elaine, and Mark Elliot. "Understanding the Data Environment." XRDS: Crossroads, The ACM Magazine for Students 20, no. 1 (September 2013): 36–39. http://dx.doi.org/10.1145/2508973.

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Cleveland, L. "A program understanding support environment." IBM Systems Journal 28, no. 2 (1989): 324–44. http://dx.doi.org/10.1147/sj.282.0324.

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Dissertations / Theses on the topic "Environment Understanding"

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Loughland, Anthony Francis. "The relationship of pedagogy and students' understanding of environment in environmental education." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/313.

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Environmental education is a relatively young area that can trace its roots back to the global environmental crises of the late 1960s and 1970s. Research in environmental education since this time has established the justification for its existence in the formal curriculum of schools. Less research has been conducted on the actual pedagogy of environmental education. This forms one part of the justification for this research study. The other justification for this research study is school students' objectification of the environment evidenced from the findings of a large survey of NSW school students. The objectification of the environment finding referred to students' responses that suggested that the environment was separate from them in contrast to a minority of students' responses that referred to a relational view (Loughland, Reid, Walker & Petocz, 2003). The two foci of pedagogy and students' understandings of the environment come together in the research question of this thesis, what is the relation between pedagogy and representations of the environment in environmental education? A Bernsteinian model of pedagogy, the pedagogical device, underpins the theoretical analysis of the pedagogy of environmental education in this study (Bernstein, 1990). A particular aspect of this device, the pedagogic recontextualising field, is used as a framework of analysis for the exposition of the major influences on the development of pedagogy of environmental education in NSW. Another theory of pedagogy, the NSW Quality Teaching Framework, is used to offer a performative angle on pedagogy to provide theoretical triangulation for the study. The pedagogy of environmental education was examined through a classroom ethnography with the researcher acting as a participant observer. The data were in the form of field notes, curriculum materials including children's literature, transcripts of classroom learning and products of students' learning. The analysis of the data was conducted using a variety of methods of analysis. The data were initially coded for themes that were the different representations of the environment in the pedagogy of this classroom. Further, the NSW Quality Teaching Framework (NSW DET 2003) was used as a theoretical framework of analysis in order to examine the data from the perspective of student performance in relation to current understandings of what constitutes good pedagogical practice. Next, Bernstein's model of the pedagogic device (1990) was used to analyse the data in the larger context of the social construction of knowledge in the school curriculum. This analysis incorporated Bernstein's original notions of pedagogical classification and framing (1971). This study has two main findings. First, the pedagogy of environmental education has strong classification and framing (after Bernstein 1971) that supports the objectification of the environment. Second, there is also some weak framing of the pedagogy of environmental education that generally does not support the objectification of the environment. The implications for these findings for practice are that environmental educators should be aware of deterministic curriculum that seeks to impose one view of the environment onto students. This curriculum positions the environment as an object that needs to be saved through human intervention. Further research into the pedagogy of environmental education that explores the relation of students' understandings of the environment and their relation to the epistemological and theoretical bases of pedagogy is warranted as a result of this study.
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Dimirtra, A. "Understanding aesthetics in a virtual environment performance." Thesis, Middlesex University, 2001. http://eprints.mdx.ac.uk/6467/.

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The virtual performance is a form of art that simultaneously develops with information technology, as IT provides the flexibility to develop sophisticated design Systems for the artist. Moreover, the intrinsic relationship between art and technology is apparent from the concluding research results. This research aimed to investigate the aesthetical value of VEs performances. The purpose of the study was to confront the location of aesthe tics in VEs. The qualitative method was employed due to the attempt to control the investigated objective. Literature review was employed due to the necessity to understand the VEs aesthetic phenomena in their entirely for developing a complete picture of the research field. Case studies and observation were mainly used because of the type of research conducted. The resulting findings were taken into consideration or rejected through interviews with creators of virtual performances. The research took place in three stages. The first step was to determine the research aims and objectives. The second, was to design the research plan which was divided along three basic axes. The first refers to the historical review and development of visual arts in order to determine the characteristics of the investigated art form. The second axis was the comprehension of the aesthetics that are produced via the determined characteristics. More specifically, these are interactivity, the interrupted flow of information and the audience participation. The third stage was the attempt to identify the elements that characterise a virtual performance. How the artist can handle the interactive element and- create conditions of immersion for his audience. The manifesto of virtual performances was created through the course of research and the analysis of the findings that belong to the third stage, which also includes the data analysis. Another element that also emerged was of the audience's interaction with the performance's development. This element, is in itself a product of aesthetics that has a great influence on the progression pf the thought processes of the audiences that interact with a virtual performance. The creator requires a spectator that is an active participant in order to develop the performance's plot. This does not indicate that the creator can manipulate the audience as a tool because each spectator has his own thoughts and critical evaluations. The spectator simply handles and combines according to his choices the elements that the artist offers so that he can project and co-create the performance's plot. The more the spectator experiences virtual performances through his interaction, the more lie will gain knowledge and freedom which will result in virtual performances to offer a larger selection and more powerful experiences. Besides, this art form is still in its embryonic stage and its maturity promises even greater developments.
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Coker, Helen. "Understanding pedagogic collaboration in the online environment." Thesis, University of the Highlands and Islands, 2017. https://pure.uhi.ac.uk/portal/en/studentthesis/understanding-pedagogic-collaboration-in-the-online-environment(7ed6412f-fddf-4b9a-b70a-568c3d62d03b).html.

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Online learning environments are being increasingly utilised in academic settings, with many universities developing online and blended programmes (Adekola, 2016). The student experience, in relation to working with others, when studying online, has been widely researched (Garrison et. al, 2000, Kehrwald, 2008). The tutor experience has not (Arbaugh, 2014). There are now a generation of experienced online tutors, particularly in institutions who were quick to take up online delivery, who have developed expertise teaching online. Their experience and knowledge of practice can add to the research, and knowledge base, on effective online learning. This research observed the role of the online tutor, when utilising collaborative activities in their teaching. An ethnographic observation of online practice was drawn, using an iterative mixed-methods approach. Data from the online space was used to observe the participation patterns of over fifty tutors, and over eight hundred students. Fifteen tutors were then interviewed, ten of whom took part in a subsequent focus group. Taking a narrative approach to analysis, the data gathered painted a rich picture of collaborative online practice. Qualitatively different approaches were observed in tutor's facilitation of collaborative online tools. Tutors were observed to be situated within layers of context, online teaching being culturally situated and mediated by the digital technology utilised. Text-based communications reified dialogue, mediating the interactions between participants. Many of the face-to-face feedback cues which tutors utilised in their teaching were lost in the online environment. The setting was opaque, but at the same time mediated higher levels of disclosure. The online environment challenged traditional physical and temporal boundaries; the responsibility for establishing boundaries becoming that of the tutor, rather than the institution. Tutors drew on previous experiences; their participation was shaped by the situated nature of their practice and their own aspirations for the future. The observation drawn, of pedagogic collaboration, highlighted the social and cultural nature of online participation.
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Hilligoss, Peter. "Modern craft understanding material, process and environment /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1244642268.

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Thesis (Master of Architecture)--University of Cincinnati, 2009.
Advisor: Elizabeth Riorden. Title from electronic thesis title page (viewed Aug. 3, 2009). Includes abstract. Keywords: craft; making; process; woodworking; wood; bending. Includes bibliographical references.
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Kilian, Kay-Leigh. "Determining youths' level of understanding of environmental concepts in the sail training environment." Bachelor's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/26383.

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The aim of this study is to determine youths' level of understanding of selected environmental concepts measured by their verbal responses. With the hypothesis being that youth would be able to observe their environment and note differences and similarities, with a basic understanding of concepts, especially those in the school curriculum but unable to take this further by hypothesising on why differences occur which is more typical of youth of ages 15 years and above. Youth would especially struggle to hypothesise theoretical and abstract concepts as opposed to describing what they observe. It is expected that studies by Piaget will be informative with regards to the cognitive developmental stages in the youth as being categorised into either stages three ( concrete-operational) or four (formal-operational). The study involved nine youths from Christel House, Cape Town, who were selected and assessed on their understanding of four environmental concepts. The crew of the sail ship noted their responses during various lessons offered on board before proceeding with the next. The results indicated that the participating youth were able to compare two different observed scenarios as being either similar or different, but were unable to compare theoretical scenarios. Once differences or similarities were established, youth were unable to link factors to hypothesise about why these differences or similarities were occurring, even when prompted or given clues from a crewmember on board the ship. However, the participants were able to hypothesise about the effects of one variable on another when they could actively manipulate a concept to see what might happen under given conditions.
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Roberts, Richard Joseph William. "Optical flow templates for mobile robot environment understanding." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/53473.

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In this work we develop optical flow templates. In doing so, we introduce a practical tool for inferring robot egomotion and semantic superpixel labeling using optical flow in imaging systems with arbitrary optics. In order to do this we develop valuable understanding of geometric relationships and mathematical methods that are useful in interpreting optical flow to the robotics and computer vision communities. This work is motivated by what we perceive as directions for advancing the current state of the art in obstacle detection and scene understanding for mobile robots. Specifically, many existing methods build 3D point clouds, which are not directly useful for autonomous navigation and require further processing. Both the step of building the point clouds and the later processing steps are challenging and computationally intensive. Additionally, many current methods require a calibrated camera, which introduces calibration challenges and places limitations on the types of camera optics that may be used. Wide-angle lenses, systems with mirrors, and multiple cameras all require different calibration models and can be difficult or impossible to calibrate at all. Finally, current pixel and superpixel obstacle labeling algorithms typically rely on image appearance. While image appearance is informative, image motion is a direct effect of the scene structure that determines whether a region of the environment is an obstacle. The egomotion estimation and obstacle labeling methods we develop here based on optical flow templates require very little computation per frame and do not require building point clouds. Additionally, they do not require any specific type of camera optics, nor a calibrated camera. Finally, they label obstacles using optical flow alone without image appearance. In this thesis we start with optical flow subspaces for egomotion estimation and detection of “motion anomalies”. We then extend this to multiple subspaces and develop mathematical reasoning to select between them, comprising optical flow templates. Using these we classify environment shapes and label superpixels. Finally, we show how performing all learning and inference directly from image spatio-temporal gradients greatly improves computation time and accuracy.
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Johnston, Matt Paul. "Understanding environmental injustice : the case of Imizamo Yethu and the poverty-population-environment nexus." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65563.

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Sackett, Colin Derek. "CUBE centre for the understanding of the built environment /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10122006-121654.

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Fox, Dorothy. "Understanding garden visitors : the affordances of a leisure environment." Thesis, Bournemouth University, 2007. http://eprints.bournemouth.ac.uk/10307/.

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Visiting. a garden in England is a traditional leisure activity that continues to grow in popularity but curiously this sector of the visitor attraction market has received little attention from academics. The thesis seeks to understand participation in garden visiting from a number of perspectives but principally that of the visitor. It moves beyond the established approach of individual agency with its assumption of free choice to incorporate social and material agency. This movement requires a shift in theoretical perspective from the prevailing theories in the leisure literature (motivational theories) to the emerging theory of affordance. The study consisted of four phases of data collection. Two phases obtained quantitative data from surveys - first, of residents in Dorset and secondly, visitors in a garden. The aim was to identify garden visitors and to establish the importance of various factors in influencing a visit. The other two phases obtained qualitative data from a series of informal conversations with a small number of residents from the survey and a large number of visitors to several different types of horticultural attractions. These sought to establish the participants' explanations for visiting gardens. Analysing the participants' explanatory repertoires reveals the importance of the natural and the social in garden visitation. Their perception of the `natural' environment of the garden is a key element of the attraction for participants as gardens offer opportunities for both relaxation and hedonism. However, inseparable from the `natural' is the `social' environment. The proprietors and gardeners may afford some aspects whilst others are realised through the companionship of family or friends. Similarly, natural environmental features and social influences may prompt a visit or influence where it takes place. The participants also reveal the power of social norms in regard to their activities in a garden and what prompted them to visit. Furthermore they disclose the importance of temporal and spatial considerations. The connections between, on the one hand, having a domestic garden, or an interest in gardening and on the other, participation in garden visiting were perhaps predictable, but the influence of the media and particularly the television on recreational gardening and the indirect consequences this has for garden visiting was less foreseeable. The thesis concludes with a summary and discussion of the major findings and interprets them in the light of affordance theory. Building on this discussion, suggestions are made for future research to explore the issues raised in the thesis. The study therefore offers not only a significant contribution to the literature in leisure and tourism studies but also the analysis of social-material agency.
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Rashid, Saroa Jamal. "Understanding Clostridium difficile and the bacteriophages from the environment." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/39028.

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Clostridium difficile is an important nosocomial pathogen that causes significant human morbidity and mortality. The environment is a natural reservoir for C. difficile where it is found in soils, rivers, and other natural settings. It is not clear whether these strains are active, or present as a result of human contamination. To address this, the physiological characterisation of isogenic pairs was tested to determine if strains from the environment had different properties to those derived from a clinical setting. Clinical strains were less motile but produced more toxins and spores than environmental strains. Little is known about environmental strains of C. difficile outside Europe, the USA, and Australia. To explore new areas, C. difficile and phages were isolated from environmental samples collected in Kurdistan in northern Iraq. Sixty-one strains were isolated and classified into 9 ribotypes including a new ribotype, R691. The two strains examined from dominant ribotype R604, were non-toxigenic and related to each other but distinct from most described clades of C. difficile. Evidence for phages playing important roles in environmental C. difficile dynamics can be seen from the large diverse prophage carriage within strains, and the extensive CRISPR system. Seventeen new phages were isolated and shown to infect ribotype 078 for which few phages exist. Host-range analysis showed that these phages can infect most clinically relevant ribotypes including the novel observation that two myoviruses can infect R027. Genome analysis of three phages revealed that they are distinct but related to known C. difficile phages. Interestingly CDKM15 is the first phage isolated to have an active CRISPR system. This study suggests that the natural environment is a potential reservoir for genetically diverse C. difficile strains and phages that are regionally structured. This could play a role in the emergence of new strains in hospitals.
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Books on the topic "Environment Understanding"

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Chhokar, Kiran, Mamata Pandya, and Meena Raghunathan. Understanding Environment. B-42, Panchsheel Enclave, New Delhi 110 017 India: SAGE Publications India Pvt Ltd, 2004. http://dx.doi.org/10.4135/9788132101901.

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Banga, Chhokar Kiran, Pandya Mamata, and Raghunathan Meena, eds. Understanding environment. Thousand Oaks, Calif: Sage Publications, 2004.

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Harrison, R. M., ed. Understanding our Environment. Cambridge: Royal Society of Chemistry, 1999. http://dx.doi.org/10.1039/9781847552235.

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Seta, Fumihiko, Arindam Biswas, Ajay Khare, and Joy Sen, eds. Understanding Built Environment. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2138-1.

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E, Hester R., Burrows Paul, and Royal Society of Chemistry (Great Britain), eds. Understanding our environment. London: Royal Society of Chemistry, 1986.

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Association, National Science Teachers, E.I. du Pont de Nemours & Company., and Conoco (Firm), eds. Understanding our environment. Arlington, VA: National Science Teachers Assoc., 1995.

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Michael, Jackson, ed. Understanding our environment. Toronto: Oxford University Press, 1991.

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Pallett, John. Understanding the Oshana environment. Windhoek, Namibia: Gamsberg Macmillan Publishers (Pty) Ltd., 1994.

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Schuitema, Jerry. Econosense: Understanding your economic environment. Natal [South Africa]: Southern Book Publishers, 1990.

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Sullivan, A. Charlene. Understanding the consumer credit environment. New York, N.Y: Executive Enterprises Publications Co., 1989.

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Book chapters on the topic "Environment Understanding"

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Hall, Myrna H. P., and Stephen B. Balogh. "Environmental Justice in the Urban Environment." In Understanding Urban Ecology, 287–303. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11259-2_13.

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Hartley, Dean S. "Environment Ontology." In Understanding Complex Systems, 129–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75337-9_5.

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Rajagopal. "Understanding Market Environment." In Contemporary Marketing Strategy, 67–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11911-9_3.

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Tolba, Mostafa K., and Osama A. El-Kholy. "Understanding the environment." In The World Environment 1972–1992, 603–57. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2280-1_20.

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Rezaei, Mahdi, and Reinhard Klette. "Driver-Environment Understanding." In Computer Vision for Driver Assistance, 19–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50551-0_2.

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Kerr, Julie. "Understanding the Environment." In Introduction to Energy and Climate, 1–25. Boca Raton : Taylor & Francis, [2017]: CRC Press, 2017. http://dx.doi.org/10.1201/9781315151885-1.

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Wyss, Bob. "Understanding risk." In Covering the Environment, 37–50. Second edition. | New York: Routledge, Taylor & Francis Group, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315269511-3.

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Wyss, Bob. "Understanding science." In Covering the Environment, 51–63. Second edition. | New York: Routledge, Taylor & Francis Group, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315269511-4.

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Laopodis, Nikiforos T. "The global financial environment." In Understanding Investments, 95–129. Second Edition. | New York: Routledge, 2020. | Revised edition of the author's Understanding investments, 2012.: Routledge, 2020. http://dx.doi.org/10.4324/9781003027478-6.

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Thomson, Nicholas D. "Genetics and the environment." In Understanding Psychopathy, 57–77. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: New frontiers in forensic psychology: Routledge, 2019. http://dx.doi.org/10.4324/9780203703304-4.

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Conference papers on the topic "Environment Understanding"

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Haralick, Robert M., and Visvanathan Ramesh. "Image understanding environment." In SPIE/IS&T 1992 Symposium on Electronic Imaging: Science and Technology, edited by Ronald B. Arps and William K. Pratt. SPIE, 1992. http://dx.doi.org/10.1117/12.58404.

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Kumar, Anoop, and Ranjani Saigal. "Visual understanding environment." In the 5th ACM/IEEE-CS joint conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1065385.1065517.

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Kumar, Anoop. "Visual understanding environment." In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1255175.1255310.

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Grezl, Frantisek, Martin Karafiat, and Milos Janda. "Study of probabilistic and Bottle-Neck features in multilingual environment." In Understanding (ASRU). IEEE, 2011. http://dx.doi.org/10.1109/asru.2011.6163958.

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Tsao, Yu, Shigeki Matsuda, Satoshi Nakamura, and Chin-Hui Lee. "MAP estimation of online mapping parameters in ensemble speaker and speaking environment modeling." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373236.

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Williams, Thomas D., and Ralf R. Kohler. "Environment for image understanding development." In SPIE/IS&T 1992 Symposium on Electronic Imaging: Science and Technology, edited by Ronald B. Arps and William K. Pratt. SPIE, 1992. http://dx.doi.org/10.1117/12.58422.

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Kollanus, Sami, and Ville Isomöttönen. "Understanding TDD in academic environment." In the 8th International Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1595356.1595362.

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Rothlisberger, David, Orla Greevy, and Adrian Lienhard. "Feature-centric Environment." In 2007 4th IEEE International Workshop on Visualizing Software for Understanding and Analysis. IEEE, 2007. http://dx.doi.org/10.1109/vissof.2007.4290714.

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Fennell, D. "Understanding and Influencing Risk Tolerance." In SPE International Conference on Health, Safety, and Environment. Society of Petroleum Engineers, 2014. http://dx.doi.org/10.2118/168306-ms.

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Dourlens, Sebastien, and Amar Ramdane-Cherif. "Semantic modeling & understanding of environment behaviors." In 2011 Ieee Symposium On Intelligent Agents - Part Of 17273 - 2011 Ssci. IEEE, 2011. http://dx.doi.org/10.1109/ia.2011.5953617.

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Reports on the topic "Environment Understanding"

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Quilici, Alex, and David N. Chin. A Cooperative Program Understanding Environment. Fort Belvoir, VA: Defense Technical Information Center, May 1996. http://dx.doi.org/10.21236/ada311228.

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Conner, William D. Understanding First in the Contemporary Operational Environment. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada437797.

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Glaze, George A. Understanding the Situation in the Urban Environment. Fort Belvoir, VA: Defense Technical Information Center, May 2001. http://dx.doi.org/10.21236/ada400762.

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Brown, Alan W., Peter H. Feiler, and Kurt C. Wallnau. Understanding Integration in a Software Development Environment. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada248119.

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Yanco, Holly A., Hadas Kress-Gazit, Holly Yanco, Daniel J. Brooks, Constantine Lignos, Cameron Finucane, Kenton Lee, et al. SUBTLE: Situation Understanding Bot through Language and Environment. Fort Belvoir, VA: Defense Technical Information Center, January 2016. http://dx.doi.org/10.21236/ad1006698.

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Morgan, Douglas. Image Understanding Environment for ARPA Supported Research and Applications. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada303607.

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Hicks, Christopher E. Understanding and Designing Military Organizations for a Complex Dynamic Environment. Fort Belvoir, VA: Defense Technical Information Center, March 2008. http://dx.doi.org/10.21236/ada479744.

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Brown, E., K. Cory, and D. Arent. Understanding and Informing the Policy Environment: State-Level Renewable Fuels Standards. US: National Renewable Energy Laboratory (NREL), Golden, CO., January 2007. http://dx.doi.org/10.2172/898863.

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Egeth, Jill, Gary L. Klein, and Dylan Schmorrow. Sociocultural Behavior Sensemaking: State of the Art in Understanding the Operational Environment. Fort Belvoir, VA: Defense Technical Information Center, January 2014. http://dx.doi.org/10.21236/ada617277.

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Morgan, Douglas, and Daryl Lawton. An Image Understanding Environment for DARPA Supported Research and Applications, Second Annual Report. Fort Belvoir, VA: Defense Technical Information Center, May 1992. http://dx.doi.org/10.21236/ada260312.

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