Relevant bibliographies by topics / Explicit knowledge / Books

Books on the topic 'Explicit knowledge'

To see the other types of publications on this topic, follow the link: Explicit knowledge.
Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 books for your research on the topic 'Explicit knowledge.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse books on a wide variety of disciplines and organise your bibliography correctly.

1

Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20323-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Collins, H. M. Tacit and explicit knowledge. Chicago: The University of Chicago Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tacit and explicit knowledge. Chicago: The University of Chicago Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dina, Tirosh, ed. Implicit and explicit knowledge: An educational approach. Norwood, N.J: Ablex Pub. Corp., 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hariharan, Arun. The strategic knowledge management handbook: Driving business results by making tacit knowledge explicit. Milwaukee, WI: ASQ Quality Press, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rebuschat, Patrick. Implicit and explicit learning of languages. Amsterdam: John Benjamins Publishing Company, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Implicit and explicit knowledge in second language learning, testing and teaching. Buffalo: Multilingual Matters, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sun, Ron. Exploring the interaction of implicit and explicit processes to facilitate individual skill learning. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Explicar y comprender. Pozuelo de Alarcón: Plaza y Valdés, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
11

Marone, Enrico, ed. La filiera del tartufo e la sua valorizzazione in Toscana e Abruzzo. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6655-036-5.

Full text
Abstract:
There can be no valorisation of the truffle system without a sufficient awareness of the chain that brings the truffle from the ground to the consumer. This in fact renders explicit the link between the product and the territory of origin, eliminating disparities at the level of information between the consumer and the gatherer/producer/transformer. In this case, the value of the product is increased to the extent that along with it we also acquire the quality of the environment that produces it. The research that is presented in this volume offers valid elements of orientation, both for those working in the sector and for the public sector, to which it offers knowledge useful for the defence of the local product and for guiding sector policies.
APA, Harvard, Vancouver, ISO, and other styles
12

Fantaccini, Fiorenzo, and Raffaella Leproni, eds. “Still Blundering into Sense”. Maria Edgeworth, her context, her legacy. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-971-3.

Full text
Abstract:
“Still Blundering into Sense”. Maria Edgeworth, her context, her legacy. This collection of international contributions, as well as celebrating Maria Edgeworth’s 250th anniversary, proposes some further investigation on two fundamental aspects of her thought and legacy, still little examined in depth: her interest in the education of the young (and of the adults supposed to educate them) in an empirical perspective, explicitly scientific, open to different religious confessions and addressed to all social classes; and the urge for a wider and shared tolerance for alterity. The various essays in the collection offer some insight on the multi-layered relationships between the universe of education and its relationship with the development of knowledge, literature – particularly children’s literature – and pedagogy, as well as between women’s emancipation and the development of both individual and social identity. Their common ground is a dialogic perspective aiming to connect areas of scholarship, which the academia generally classifies into separate research fields.
APA, Harvard, Vancouver, ISO, and other styles
13

Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Springer, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
14

Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Springer Berlin / Heidelberg, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
15

Tacit and Explicit Knowledge. University of Chicago Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
16

Collins, H. M. Tacit and Explicit Knowledge. University of Chicago Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
17

Collins, Harry. Tacit and Explicit Knowledge. University of Chicago Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
18

Tirosh, Dina. Implicit & Explicit Knowledge: An Educational Approach (Human Development). Ablex Publishing, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
19

Rebuschat, Patrick. Implicit and Explicit Learning of Languages. Benjamins Publishing Company, John, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
20

Gronow, Stuart. Explicit appraisals, valuation knowledge and professional competence: For what it's worth. 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
21

Mba, Joyce Fitzpatrick Faan, and Rgn Geraldine McCarthy. Theories Guiding Nursing Research and Practice: Making Nursing Knowledge Development Explicit. Springer Publishing Company, Incorporated, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
22

Fitzpatrick, Joyce J., and Geraldine McCarthy. Theories Guiding Nursing Research and Practice: Making Nursing Knowledge Development Explicit. Springer Publishing Company, Incorporated, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
23

Elder, Catherine, Rod Ellis, Hayo Reinders, Shawn Loewen, and Rosemary Erlam. Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Multilingual Matters, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
24

Theories Guiding Nursing Research and Practice: Making Nursing Knowledge Development Explicit. Springer Publishing Company, Incorporated, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
25

Elder, Catherine, Rod Ellis, Hayo Reinders, Shawn Loewen, and Rosemary Erlam. Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Multilingual Matters, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
26

Implicit And Explicit Language Learning Conditions Processes And Knowledge In Sla And Bilingualism. Georgetown University Press, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
27

Sanz, Cristina. Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge In Sla and Bilingualism. Georgetown University Press, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
28

Trocmé, Nicolas Maurice. Development of an expert-based child neglect index: making social work practice knowledge explicit. 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
29

Lamberts, Koen, and David R. Shanks, eds. Knowledge, Concepts, and Categories. The MIT Press, 1997. http://dx.doi.org/10.7551/mitpress/4071.001.0001.

Full text
Abstract:
The study of mental representation is a central concern incontemporary cognitive psychology. Knowledge, Concepts, and Categories is unusual in that it presents key conclusions from across the different subfields of cognitive psychology. The study of mental representation is a central concern in contemporary cognitive psychology. Knowledge, Concepts, and Categories is unusual in that it presents key conclusions from across the different subfields of cognitive psychology. Readers will find data from many areas, including developmental psychology, formal modeling, neuropsychology, connectionism, and philosophy. The difficulty of penetrating the fundamental operations of the mind is reflected in a number of ongoing debates discussed—for example, do distinct brain systems underlie the acquisition and storage of implicit and explicit knowledge, or can the evidence be accommodated by a single-system account of knowledge representation? The book can be divided into three distinct parts. Chapters 1 through 5 offer an introduction to the field; each presents a systematic review of a significant aspect of research on concepts and categories. Chapters 6 through 9 are concerned primarily with issues related to the taxonomy of human knowledge. Finally, Chapters 10 through 12 discuss formal models of categorization and function learning. ContributorsJerome R. Busemeyer, Eunhee Byun, Nick Chater, Paul De Boeck, Edward L. Delosh, Thomas Goschke, Ulrike Hahn, James Hampton, Evan Heit, Barbara Knowlton, Koen Lamberts, Mary E. Lassaline, Mark A. McDaniel, George L. Murphy, Larissa K. Samuelson, David Shanks, Linda B. Smith, Gert Storms, Bruce W.A. Whittlesea
APA, Harvard, Vancouver, ISO, and other styles
30

Andrews, Stephen. 'All these like lttle name things': A comparative study of language teachers, explicit knowledge of grammar and grammatical terminology.. 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
31

Olfert, C. M. M. Plato on Practical Reason and Practical Knowledge. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190281007.003.0001.

Full text
Abstract:
In Chapter 1, I argue that in a number of dialogues, Plato proposes that when we reason about what to do, we are equally and inseparably concerned with two sets of aims or concerns: grasping the truth and gaining knowledge on the one hand, and acting and acting well on the other. That is, from the perspective of practical reasoning, the goals of grasping the truth and gaining knowledge is inseparable from, and equally fundamental as, the goals of acting rationally and well. I argue that this Platonic idea is a plausible and worth examining both on its own terms, and because it has a legacy in Aristotle’s notion of practical truth. As I argue in the remainder of the Book, Aristotle uses his innovative conception of practical truth to formalize and make explicit the dual normative structure of practical reasoning suggested by Plato.
APA, Harvard, Vancouver, ISO, and other styles
32

Department of Defense. How Does a Program Manager Gain Insight in the Complex and Chaotic Decision-Making Process? Six Categories: Sensemaking, Consensus-Making, Trust, Tacit Knowledge, Explicit Knowledge, the Environment. Independently Published, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
33

Heath, Aretha. P. O. P: The Ultimate Guide to Teaching Young Learners Effective Letter, Handwriting, and Number Knowledge. Through Intentional, Direct Explicit Instructions. Independently Published, 2022.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
34

McGilchrist, Iain. God, Metaphor, and the Language of the Hemispheres. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190636647.003.0006.

Full text
Abstract:
Both too strict an adherence to current models of understanding and too great a willingness to dispense with them are potential paths to error. Explicit, rationalising thought processes cannot avoid dependence on intuitive and embodied knowledge. Furthermore some areas of experience are clearly distorted by the process of making them explicit at all. Each hemisphere attends to the world differently, and therefore inevitably produces an experiential world with different qualities. The left hemisphere uses those aspects of language that aid focus on what is explicit and measurable; the right uses aspects of language, such as metaphor, that are capable of expressing, as does music, what by its nature remains resistant to such a process. This chapter examines theories about laterality and metaphor, as well as the relationship between metaphor, music and other aspects of principally right hemisphere function, relating them to the capacity for understanding religious meaning.
APA, Harvard, Vancouver, ISO, and other styles
35

Grünbaum, Thor, and Dan Zahavi. Varieties of Self-Awareness. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0017.

Full text
Abstract:
This chapter argues that explicit (reflective) self-conscious thinking is founded on an implicit (pre-reflective) form of self-awareness built into the very structure of phenomenal consciousness. In broad strokes, the argument is that a theory denying the existence of pre-reflective or minimal self-awareness has difficulties explaining a number of essential features of explicit first-person self-reference, and that this will impede a proper understanding of certain types of psychopathology. The chapter proceeds by discussion of a number of prominent theories of self-knowledge and self-reference relating them to forms of self-consciousness. It is then argued that getting these various relations right is important to a proper understanding of a number of psychopathological phenomena.
APA, Harvard, Vancouver, ISO, and other styles
36

Kellerman, Barbara. Profession. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190695781.003.0006.

Full text
Abstract:
The chapter explores how a profession is different from an occupation and how an area of human endeavor evolves from an occupation to a profession. More particularly, it asks why the effort to make management a profession was unsuccessful and how medicine and law made the successful transition from simple practices to complex professions. The professionalization of medicine and law is tracked in some detail, generating conclusions about how professional status is achieved. These include generally accepted body of knowledge; extended education; extended training; clear criteria for evaluation; clear criteria for certification; clear demarcation between those within the profession and those without; explicit commitment to the public interest; explicit commitment to a code of ethics; and a professional association with the power and authority to monitor the status of the profession and the conduct of its members. Leadership, it is noted, fails to meet every one of these criteria.
APA, Harvard, Vancouver, ISO, and other styles
37

Smith, James K. A. Pentecostalism. Edited by William J. Abraham and Frederick D. Aquino. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199662241.013.20.

Full text
Abstract:
This chapter elucidates the epistemological assumptions tacit in the uniqueness of Pentecostal and charismatic experience. It argues that Pentecostal spirituality functions as a limit case for most paradigms in epistemology, requiring a revised account of ‘understanding’ that recognizes the unique and irreducible mode of ‘narrative knowledge’. It is suggested that this mode of religious experience is an occasion to recall biblical intuitions about knowledge often ignored by paradigms in contemporary religious epistemology. It is suggested that the method here, which begins from lived experience, making explicit what is tacit and implicit in practice, is akin to the phenomenological tradition of Heidegger and the the pragmatism of Wittgenstein and Robert Brandom.
APA, Harvard, Vancouver, ISO, and other styles
38

Walker, Chris. Form and content in Jaspers’ psychopathology. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199609253.003.0006.

Full text
Abstract:
Jaspers drew the distinction of form and content from the Transcendental Analytic of Immanuel Kant’s Critique of Pure Reason (1781, 1787). The form of an experience allows us to distinguish normal image from true hallucination from pseudohallucination, all of which experiences may have the same content. The form-content distinction applies to all psychopathological knowledge – not just to phenomenology. The distinction is explicit in Jaspers’ phenomenology and psychology of understandable connections, but only implicit in the psychology of objective performance and causal connections. Should we step beyond particular knowledge to psychic life as a whole – to nosology, eidology and biography – the form-content distinction no longer applies and we are in the realm of Kantian regulative ideas. Kant’s theory of knowledge and critique of metaphysics is absolutely central to Jaspers’ psychopathology.
APA, Harvard, Vancouver, ISO, and other styles
39

Moran, Richard. Williams, History, and the “Impurity of Philosophy”. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190633776.003.0011.

Full text
Abstract:
In addition to his contributions to the history of philosophy, Bernard Williams’s later work is concerned with more explicit reflection on the role of history in the constitution of the discipline of philosophy, the fact that, unlike the case of the natural sciences, the great figures of philosophy are part of the contemporary discussion in philosophy. In addition these reflections became increasingly concerned with what is distinctive about history as a form of knowledge, a form of knowledge which does not attract the attention of analytic philosophers. Historical knowledge is at once empirical and evidence-based but also, insofar as it concerns human affairs and institutions, obliged to make sense of and reconstruct the perspective of the practices and participants themselves. Part of the importance of historical understanding for Williams lies in its position as a model for humanistic knowledge that is non-reductionist while also being non-ideal, empirical, and “impure.”
APA, Harvard, Vancouver, ISO, and other styles
40

Goldberg, Sanford C. Epistemic Assessment. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198793670.003.0003.

Full text
Abstract:
This chapter addresses the main roadblock to offering an account of the distinctly epistemic standards governing knowledge, once we assume that these involve both a reliability and a responsibility dimension. The problem is that no such account of epistemic justification can be unified and well motivated. Against this, the author argues that the key to providing such an account is to recognize a feature of evaluative assessment generally. It is argued that assessments of epistemic justification—and hence of epistemic propriety—involve two distinct determinations, one concerning whether the explicit epistemic criteria were satisfied, the other concerning whether the general expectations we bring to bear in epistemic assessment were satisfied.
APA, Harvard, Vancouver, ISO, and other styles
41

Pippin, Robert B. In What Sense is Hegel’s Philosophy of Right “Based” on His Science of Logic? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198778165.003.0004.

Full text
Abstract:
Hegel famously says in the “Preface” to The Philosophy of Right that that outline or Grundriss presupposes “the speculative mode of cognition.” This is to be contrasted with what he calls “the old logic” and “the knowledge of the understanding” (Verstandeserkenntnis), a term he also uses to characterize all of metaphysics prior to his own. He makes explicit that he is referring to his book, The Science of Logic, but he does not explain the nature of this dependence anywhere in the book. This chapter attempts to explain the nature of this dependence, and to show that it is indeed crucial to understanding the argument of the work.
APA, Harvard, Vancouver, ISO, and other styles
42

Yadlapati, Madhuri M. Resisting the Reification of Religion. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037948.003.0006.

Full text
Abstract:
This chapter turns to the responsibility to resist dogmatism and examines doubt as an active project of the spiritual life. It first briefly surveys some prominent modern thinkers who criticize religious dogmatism on behalf of what is a spiritual calling of humanist freedom, including Sam Harris's atheistic criticism of religious dogmatism, Friedrich Nietzsche's insight into the “death of God,” Karl Marx's suspicion of religion, and John Robinson's proposal to abandon theistic Christianity. The chapter then examines the teachings of Christian mystics regarding the explicit path of unknowing or unlearning required on the spiritual journey. Finally, the chapter turns to Buddhist teachings on emptiness to see how self-transcendence requires the active limitation and undoing of self-knowledge.
APA, Harvard, Vancouver, ISO, and other styles
43

Rhodes, R. A. W. On Focus Groups. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198786115.003.0005.

Full text
Abstract:
This chapter suggests that focus groups are a useful ethnographic tool in the study of governing elites. Focus groups provide an alternative way of ‘being there’ when the rules about secrecy and access prevent participant observation. The chapter describes the job of prime ministers’ chiefs of staff before explaining the research design, the preparations for the focus group sessions, and the strategies used to manage the dynamics of a diverse group that included former political enemies and factional rivals. It outlines the approach to analysis and interpretation before reviewing the strengths and weaknesses of focus groups for research into political and administrative elites. It concludes that focus groups are a valuable tool for making tacit knowledge explicit, but they must be located in a broader framework and be part of a larger toolkit.
APA, Harvard, Vancouver, ISO, and other styles
44

Wertsch, James V. National Memory and Where to Find It. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190230814.003.0012.

Full text
Abstract:
National memory is a special form of memory in general and of collective memory in particular. Even in an age of globalization, modern states devote massive resources to promulgating official accounts of their past that support national identities, including illusions of destiny, which can be a starting point for conflict. This chapter asks, “What is national memory?” and “Where can we find it?” It may seem natural to pose these questions in this order, but it is argued in this chapter that their sequence should be reversed. Different starting points and methods in studying national memory have been employed with different implicit or explicit ideas of what constitutes national memory. The study of history textbooks yields one picture, surveys of historical knowledge provide another, and the study of commemoration yields a third.
APA, Harvard, Vancouver, ISO, and other styles
45

Canevaro, Lilah Grace. Hellenistic Hesiod. Edited by Alexander C. Loney and Stephen Scully. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190209032.013.22.

Full text
Abstract:
This chapter uses Callimachus’s Aetia, Aratus’s Phaenomena, and Nicander’s Theriaca to explore the intense engagement with Hesiodic poetry in the Hellenistic period. Informed by statistics for explicit references to Hesiod at this time, it asks: Why is this the only period of antiquity in which the Theogony and the Works and Days are considered equally important? Questions of genre and didaxis, of inspiration and knowledge, are set against a backdrop of learned library culture, in order to determine what it really meant in the Hellenistic age to be a scholar-poet. This chapter draws on a recent wave of interest in the ancient reception of Hesiod and considers not only how Hesiodic poetry was used, but also how the potential for that use is embedded in the archaic poems themselves.
APA, Harvard, Vancouver, ISO, and other styles
46

Mazur, Amy G., and Anne Revillard. Gender Policy Studies. Edited by Robert Elgie, Emiliano Grossman, and Amy G. Mazur. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199669691.013.25.

Full text
Abstract:
This chapter maps out the international field of feminist comparative policy (FCP) and emerging gender policy studies in France in relation to each other. While French researchers have been involved with FCP projects and non-French scholars have contributed significantly to general understanding, knowledge, and theory on France, gender policy studies in France have maintained a distinctive twist, including more interdisciplinary connections, less formalization, less of an explicit feminist approach, and more use of in-depth qualitative methods. The distinct nature of French gender policy studies has underpinned its dynamism inside and outside France and has allowed French research to make significant contributions to comparative feminist policy studies at an international level. This strong comparative connection is reflected by the degree to which the research agendas of the French and international research communities converge around implementation studies and intersectionality.
APA, Harvard, Vancouver, ISO, and other styles
47

Scoones, Ian. Agricultural Futures. Edited by Ronald J. Herring. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780195397772.013.031.

Full text
Abstract:
Global assessments have become central to international debates on a range of key policy issues. They attempt to combine “expert assessment” with processes of “stakeholder consultation” in what are presented as global, participatory assessments on key issues of major international importance. This chapter focuses on the IAASTD—the International Assessment of Agricultural Knowledge, Science and Technology for Development—through a detailed analysis of the underlying knowledge politics involved, centered particularly on the controversy over genetically modified crops. Global assessments contribute to a new landscape of governance in the international arena, offering the potential for links between the local and the global and new ways of articulating citizen engagement with global processes of decision making and policy. The chapter argues that in global assessments the politics of knowledge need to be made more explicit and that negotiations around politics and values must be put center stage. The black-boxing of uncertainty, or the eclipsing of more fundamental clashes over interpretation and meaning, must be avoided for processes of participation and engagement in global assessments to become more meaningful, democratic, and accountable. A critique is thus offered of simplistic forms of deliberative democratic practice and the need to “bring politics back in” is affirmed.
APA, Harvard, Vancouver, ISO, and other styles
48

Oulasvirta, Antti, and Andreas Karrenbauer. Combinatorial Optimization for User Interface Design. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799603.003.0005.

Full text
Abstract:
Combinatorial optimization offers a rigorous but powerful approach to user interface design problems, defining problems mathematically such that they can be algorithmically solved. Design is defined as algorithmic combination of design decisions to obtain an optimal solution defined by an objective function. There are strong rationale for this method. First, core concepts such as ’design task’, ’design objective’, and ’optimal design’ become explicit and actionable. Second, solutions work well in practice, even for some problems traditionally out of reach of manual solutions. The method can assist in the generation, refinement, and adaptation of design. However, mathematical expression of HCI problems has been challenging and curbed applications. This chapter introduces combinatorial optimisation from user interface design point of view, and addresses two core challenges: 1) mathematical definition of design problems and 2) expression of evaluative knowledge such as design heuristics and predictive models of interaction.
APA, Harvard, Vancouver, ISO, and other styles
49

Cook, Nicholas. Creative in a different sort of way. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199347803.003.0004.

Full text
Abstract:
This final chapter of Music as Creative Practice addresses a variety of contexts that shape practices of creative music-making. Topics include the prodigy phenomenon from Mozart to Michael Jackson; long-term relationships of creative intimacy, with a case study of Elgar; the teaching of creative performance, including issues of the relationship between tacit and explicit knowledge; the application of ideas of originality and innovation to music, leading to a critical analysis of copyright in music; and repetition, traditionally regarded as the opposite of creativity, but in music an illustration of the creative potential of thinking within the box. The aim is to develop the foundations for an approach to creativity that is better adapted to music than the innovation-based approaches that dominate the creativity literature, and also better adapted to the circumstances of everyday life—an approach that is fully presented in the book's Conclusion.
APA, Harvard, Vancouver, ISO, and other styles
50

Razo, Armando. Integration of Contextual Data. Edited by Lonna Rae Atkeson and R. Michael Alvarez. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190213299.013.20.

Full text
Abstract:
This chapter discusses a conceptual framework that clarifies the nature and importance of context in social scientific research. It first explains how context fits into survey analysis, then addresses major problems that hamper use and collection of contextual data: vague or incomplete conceptual definitions of “context” and lack of methodological guidance to collect and analyze contextual data. It suggests that systematic research and cumulative knowledge on contextual effects are constrained by two factors: the lack of standardized contextual variables across surveys and sporadic empirical inquiries. Finally, it outlines directions for future research with an eye toward advancing contextual data collection and analysis as well as ascertaining the impact of context on public opinion and political behavior. It presents statistical approaches to provide a blueprint for explicit measurements and analysis of contextual data and considers the need to modify conventional sampling techniques to capture relevant contextual variability.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Explicit knowledge' for other source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography