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Journal articles on the topic 'Knowledge-based'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

Havlíček, J., J. Hron, and I. Tichá. "Knowledge based higher education." Agricultural Economics (Zemědělská ekonomika) 52, No. 3 (February 17, 2012): 107–16. http://dx.doi.org/10.17221/5002-agricecon.

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While data and/or information based education was built on pedagogic, psychology, philosophy of science and didactic disciplines, the new dimension of knowledge based education will involve new disciplines such as Knowledge Management, Epistemology, Systems Theory, Artificial Knowledge Management Systems, Value Theory and Theory of Measurement. It is often assumed that data, information and knowledge are depicted as a pyramid. The data, the most plentiful type, are at the bottom, information, produced from data, is above it and knowledge, produced from information through the hard work of refining or mining, above it. This schema satisfies specific needs of an organisation of warehouse data systems but it does not explain the role of these objects in the educational process. In education, the distinctions among data, information and knowledge need to be distinguished from the complex pedagogical point of view. Knowledge is the engine asking for more information and more data. Knowledge life cycle produces more information, more information asks for more data – that is: there is “just information”. Data, information and knowledge can be considered as object oriented measures assigned to real objects (entities). The following measures can be assigned to the objects: Measure of the zero order – name. Measure of the first order – data. Measure of the second order – information. Metrics of the third order – knowledge. Knowledge based curriculum involves knowledge into study plans and it considers knowledge as a distinctive part of study. Knowledge becomes the engine starting cycle of new information acquisition, reproduction and integration. The following problems have to be solved in building of knowledge based curriculum: Methodology and organisation of educational process. Technical support for knowledge based education. Evaluation and assessment of the process.

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Havlíček, J., J. Hron, and I. Tichá. "Knowledge based case studies ." Agricultural Economics (Zemědělská ekonomika) 52, No. 12 (February 17, 2012): 545–51. http://dx.doi.org/10.17221/5065-agricecon.

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In the present development of a knowledge society and with the increasing impact of knowledge on economic growth, case studies have become vehicles of knowledge which can both store and transfer it. Knowledge based case studies describe the best practices as well as solutions of complex problems. Knowledge in case studies is described in both written and symbolic form. The content and form of knowledge based case studies should be in mutual equilibrium. Knowledge based case studies are both descriptions of methods and algorithms as well as narratives. As narratives, they should have a relevant literary quality. Case studies can involve mass media into their structure and use simulation techniques as well as techniques of entrepreneurial games. Case studies can thus be both dynamic and flexible. Users can personally influence the behaviour and evolution of the process. They can choose their role in the process and can also change it whilst performing the solution. Social, cultural and traditional values are respected during all steps leading to solutions of problems. Ecological aspects and conditions of sustainable development are taken into account when solutions are analysed, recommended and accepted. Case studies present the best practices which enable users to provide benchmarking examples of their own solutions. Data bases of case studies should provide more dimensions containing descriptors which characterize the studies. In the following article, six descriptors will be recommended: domains, objectives, critical success factors, indicators, the best practices explanations and case characteristics. These enable to sort out, categorize, classify and stratify studies in a data base and are helpful in assessing their quality. A vertical structure of the data base facilitates classification and ordering of studies according to subject areas. A horizontal structure of the database enables classification of case studies from the user point of view.  

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3

KRUJA, Alba. "Entrepreneurship and Knowledge-Based Economies." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (June 30, 2013): 7–17. http://dx.doi.org/10.18662/rrem/2013.0501.01.

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4

CIULEI, Tomita. "Educational Policies in Knowledge Based Society." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 2 (December 31, 2013): 5–8. http://dx.doi.org/10.18662/rrem/2013.0502.01.

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5

Gregory, Richard L. "Intelligence Based on Knowledge – Knowledge Based on Intelligence." Interdisciplinary Science Reviews 12, no. 3 (September 1987): 211–15. http://dx.doi.org/10.1179/isr.1987.12.3.211.

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6

Kang, Sungjae, and Kisung Seo. "Weighted Knowledge Based Knowledge Distillation." Transactions of The Korean Institute of Electrical Engineers 71, no. 2 (February 28, 2022): 431–35. http://dx.doi.org/10.5370/kiee.2022.71.2.431.

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7

Patel-Schneider, Peter F. "Practical, object-based knowledge representation for knowledge-based systems." Information Systems 15, no. 1 (January 1990): 9–19. http://dx.doi.org/10.1016/0306-4379(90)90013-f.

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8

Motoda, H., R. Mizoguchi, J. Boose, and B. Gaines. "Knowledge acquisition for knowledge-based systems." IEEE Expert 6, no. 4 (August 1991): 53–64. http://dx.doi.org/10.1109/64.85921.

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9

ZHEN, L., and Z. JIANG. "Knowledge Grid Based Knowledge Supply Model." IEICE Transactions on Information and Systems E91-D, no. 4 (April 1, 2008): 1082–90. http://dx.doi.org/10.1093/ietisy/e91-d.4.1082.

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10

Müller-Kolck, Ulrich. "Knowledge acquisition for knowledge-based systems." Artificial Intelligence in Medicine 2, no. 2 (June 1990): 119–20. http://dx.doi.org/10.1016/0933-3657(90)90033-n.

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11

Oxman, Robert M., and Rivka E. Oxman. "Formal knowledge in knowledge-based CAD." Building and Environment 26, no. 1 (January 1991): 35–40. http://dx.doi.org/10.1016/0360-1323(91)90037-c.

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12

Orman, Levent V. "Knowledge-Based Intermediaries." International Journal of E-Business Research 4, no. 2 (April 2008): 1–13. http://dx.doi.org/10.4018/jebr.2008040101.

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13

Anh, Dao Nam. "Knowledge based refinement." Journal of Computer Science and Cybernetics 10, no. 4 (April 15, 2016): 1–10. http://dx.doi.org/10.15625/1813-9663/10/4/8197.

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In the work knowledge based refinement in close relation with inference is considered. It proposes a new approach based on the notion of conflicts. A mathematical formulation for resolving conceptual conflicts among rules is developed. The conceptual conflicts are begot in probabilistic reasoning and then they are eliminated in machine learning. Knowledge based refinement is processed as learning from the conflicts’ discovery.

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14

Arystanbekova, A. "Knowledge-Based Economy." World Economy and International Relations, no. 6 (2008): 30–33. http://dx.doi.org/10.20542/0131-2227-2008-6-30-33.

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15

Felfernig, Alexander, and Juha Tiihonen. "Knowledge-based Configuration." JUCS - Journal of Universal Computer Science 26, no. 3 (March 28, 2020): 317. http://dx.doi.org/10.3897/jucs.2020.017.

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16

Brandstätter, Eduard, and Manuela Gussmack. "Knowledge-Based Choice." Psychological Reports 101, no. 3 (December 2007): 987–94. http://dx.doi.org/10.2466/pr0.101.3.987-994.

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This study tested the distinction between knowledge-based choices and gambling decisions. Gambling decisions contain stated probabilities, and success depends on chance only. In knowledge-based decisions, in contrast, the probabilities are usually unknown and the outcomes of a choice depend on a person's ability or knowledge. Three different theoretical accounts were used to predict knowledge-based choices: prospect theory, the competence hypothesis, and probability-focused reasoning. Students (64 women, 93 men, M = 22.4 yr.) chose between a knowledge bet and a sure gain of equal expected value. Analysis showed people prefer a knowledge bet over the sure gain, if the probability of winning is high—in contrast to prospect theory, which predicts the opposite. Both the competence hypothesis and probability focused reasoning can explain these differences, but prospect theory does not. It appears knowledge-based choices and gambling decisions capture different facets of decision-making.

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17

BRANDSTATTER, EDUARD. "KNOWLEDGE-BASED CHOICE." Psychological Reports 101, no. 7 (2007): 987. http://dx.doi.org/10.2466/pr0.101.7.987-994.

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18

KAK, A. C., A. J. VAYDA, R. L. CROMWELL, W. Y. KIM, and C. H. CHEN. "Knowledge-based robotics†." International Journal of Production Research 26, no. 5 (May 1988): 707–34. http://dx.doi.org/10.1080/00207548808947900.

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19

Buchanan, Bruce G., Daniel Bobrow, Randall Davis, John McDermott, and Edward H. Shortliffe. "Knowledge-Based Systems." Annual Review of Computer Science 4, no. 1 (June 1990): 395–416. http://dx.doi.org/10.1146/annurev.cs.04.060190.002143.

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20

Medeiros, John M. "Knowledge-Based Practice." Journal of Manual & Manipulative Therapy 10, no. 2 (April 2002): 64–65. http://dx.doi.org/10.1179/106698102790819319.

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21

ZETA, JUDITH G. BERG. "Knowledge-Based Practice." Image: the Journal of Nursing Scholarship 29, no. 3 (September 1997): 228. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00982.x.

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22

ALPHA TAU, HURDIS M. GRIFFITH. "Knowledge-Based Practice." Image: the Journal of Nursing Scholarship 29, no. 3 (September 1997): 228. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00983.x.

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23

DELTA UPSILON AT LARGE, HESOOK SUZIE KIM. "Knowledge-Based Practice." Image: the Journal of Nursing Scholarship 29, no. 3 (September 1997): 228. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00984.x.

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WEAVER, DIANA J. "Knowledge-Based Practice." Image: the Journal of Nursing Scholarship 29, no. 3 (September 1997): 228. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00985.x.

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25

Holsapple, Clyde W., and Andrew B. Whinston. "Knowledge‐based organizations." Information Society 5, no. 2 (January 1987): 77–90. http://dx.doi.org/10.1080/01972243.1987.9960049.

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26

Black, William J. "Knowledge‐based abstracting." Online Review 14, no. 5 (May 1990): 327–42. http://dx.doi.org/10.1108/eb024352.

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27

Dong, Xin Luna, Evgeniy Gabrilovich, Kevin Murphy, Van Dang, Wilko Horn, Camillo Lugaresi, Shaohua Sun, and Wei Zhang. "Knowledge-based trust." Proceedings of the VLDB Endowment 8, no. 9 (May 2015): 938–49. http://dx.doi.org/10.14778/2777598.2777603.

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28

Shaw, John Caiman. "Knowledge-Based Skills." Industry and Higher Education 5, no. 1 (March 1991): 7–14. http://dx.doi.org/10.1177/095042229100500103.

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The development of practical skills depends upon knowing about and knowing how to do certain things. There still lingers the notion that the first is best dealt with by education and the second by training. This compartmentalization is unhelpful and the success of skilled professional practitioners requires a fully integrated programme balancing both elements. The ‘apprenticeship model’ provides an appropriate and well-tested framework of such integration. It is found particularly in preparation for professional qualifications – medicine, the law, accountancy and architecture. Too often there is insufficient balance in the contribution from specialists within the academic and practical worlds. The balance can be improved by engaging more practitioners directly in the educational process. Scottish universities have a long-standing tradition of practically-oriented degree courses which provide a useful framework for attracting the commitment of leading practitioners to the educational process. The author's experience of that model leads him to argue for its wider adoption, for example in business studies, as much to the benefit of practitioners as to students.

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29

Foxlow, Tim. "Knowledge‐based Manufacturing:." Logistics Information Management 7, no. 4 (August 1994): 23–26. http://dx.doi.org/10.1108/09576059410066390.

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30

Kahn, M. G. "Knowledge-Based Systems." Yearbook of Medical Informatics 02, no. 01 (August 1993): 399–401. http://dx.doi.org/10.1055/s-0038-1637984.

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31

Cavedon-Taylor, Dan. "PHOTOGRAPHICALLY BASED KNOWLEDGE." Episteme 10, no. 3 (August 7, 2013): 283–97. http://dx.doi.org/10.1017/epi.2013.21.

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AbstractPictures are a quintessential source of aesthetic pleasure. This makes it easy to forget that they are epistemically valuable no less than they are aesthetically so. Pictures are representations. As such, they may furnish us with knowledge of the objects they represent. In this article I provide an account of why photographs are of greater epistemic utility than handmade pictures. To do so, I use a novel approach: I seek to illuminate the epistemic utility of photographs by situating both photographs and handmade pictures among the sources of knowledge. This method yields an account of photography's epistemic utility that better connects the issue with related issues in epistemology and is relatively superior to other accounts. Moreover, it answers a foundational issue in the epistemology of pictorial representation: ‘What kinds of knowledge do pictures furnish?’ I argue that photographs have greater epistemic utility than handmade pictures because photographs are sources of perceptual knowledge, while handmade pictures are sources of testimonial knowledge.

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32

Gray, J. A. Muir. "Knowledge-based commissioning." Otolaryngology–Head and Neck Surgery 137, no. 4_suppl (October 2007): S78—S79. http://dx.doi.org/10.1016/j.otohns.2007.06.739.

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33

Mainzer, Klaus. "Knowledge-based systems." Journal for General Philosophy of Science 21, no. 1 (March 1990): 47–74. http://dx.doi.org/10.1007/bf01801416.

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34

Yager, Ronald R. "Knowledge-based defuzzification." Fuzzy Sets and Systems 80, no. 2 (June 1996): 177–85. http://dx.doi.org/10.1016/0165-0114(95)00191-3.

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35

Sher, Paul Phillip. "Knowledge-Based Automation." Clinics in Laboratory Medicine 8, no. 4 (December 1988): 713–22. http://dx.doi.org/10.1016/s0272-2712(18)30658-9.

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36

Fagin, Ronald, Joseph Y. Halpern, Yoram Moses, and Moshe Y. Vardi. "Knowledge-based programs." Distributed Computing 10, no. 4 (July 28, 1997): 199–225. http://dx.doi.org/10.1007/s004460050038.

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37

Ratnasiri, Nalini. "Knowledge-based development." Journal of the National Science Foundation of Sri Lanka 35, no. 3 (September 23, 2007): 147. http://dx.doi.org/10.4038/jnsfsr.v35i3.2011.

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38

Wong, Ka-Wing. "Knowledge-based OOP." ACM SIGICE Bulletin 22, no. 1 (September 1996): 20–23. http://dx.doi.org/10.1145/236389.236392.

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39

DAVIS, R. "Knowledge-Based Systems." Science 231, no. 4741 (February 28, 1986): 957–63. http://dx.doi.org/10.1126/science.231.4741.957.

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40

Williams, Ruth. "Research-based knowledge." Nursing Management 19, no. 2 (April 26, 2012): 11. http://dx.doi.org/10.7748/nm.19.2.11.s9.

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41

Gianoulis, Eleonora R. "Knowledge Based Architecting." INSIGHT 6, no. 2 (January 2004): 25–27. http://dx.doi.org/10.1002/inst.20046225.

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42

Freeman, Scott, and Stephen Polasky. "Knowledge-based growth." Journal of Monetary Economics 30, no. 1 (October 1992): 3–24. http://dx.doi.org/10.1016/0304-3932(92)90041-y.

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43

Fishwick, Paul A. "Knowledge-based simulation." Expert Systems with Applications 3, no. 3 (January 1991): 301. http://dx.doi.org/10.1016/0957-4174(91)90053-h.

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Katajamaki, Matti. "Knowledge-Based CAD." Expert Systems with Applications 3, no. 2 (January 1991): 277–87. http://dx.doi.org/10.1016/0957-4174(91)90156-9.

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45

EICKEMEYER, MABEL WAI LIN. "KNOWLEDGE-BASED OR KNOWER-BASED?" Singapore Economic Review 46, no. 01 (April 2001): 1–16. http://dx.doi.org/10.1142/s0217590801000206.

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This paper analyses the concept of a knowledge-based society. It suggests that certain important features of a knowledge-based society are better understood by appealing to the notion of a knower-based society, and discusses some implications following from this. One point highlighted is that the existence of a knowledge-based society would exert pressure on the need to define the ethical challenges of such a society. It is proposed that some of the most pressing issues in the knowledge-based era, such as those revolving around the production and dissemination of knowledge, actually go hand-in-hand with questions of value.

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46

Savadjiev, Peter, Caroline Reinhold, Diego Martin, and Reza Forghani. "Knowledge Based Versus Data Based." Neuroimaging Clinics of North America 30, no. 4 (November 2020): 401–15. http://dx.doi.org/10.1016/j.nic.2020.06.002.

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47

Schoen, E., R. G. Smith, and B. G. Buchanan. "Design of knowledge-based systems with a knowledge-based assistant." IEEE Transactions on Software Engineering 14, no. 12 (1988): 1771–91. http://dx.doi.org/10.1109/32.9063.

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48

Atisabda, Wasant, and Sudarat Atisabda. "Pre-Service Teacher Education in Knowledge-Based Society." International Journal of Information and Education Technology 5, no. 6 (2015): 456–59. http://dx.doi.org/10.7763/ijiet.2015.v5.549.

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49

Havlíček, J., L. Dömeová, and I. Tichá. "Construction of a knowledge based portal for agribusiness." Agricultural Economics (Zemědělská ekonomika) 51, No. 11 (February 21, 2012): 495–502. http://dx.doi.org/10.17221/5144-agricecon.

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Virtual portal (VIPO) is designed to provide users with a single-point access to information, and tools to support their decision-making. VIPO illustrates the best practice presented in terms of case studies coded along three dimensions: field, domain and objectives. The second major source of knowledge is based on software packages made available to users including tutor support. The third part of the portal provides useful links to the existing databases which have the potential to facilitate decision making in agribusiness. All three pillars of the VIPO are complemented by on-line consultancy services.

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50

Mohamed A. Wahdan, Mohamed A. Wahdan, and Manar Hassan Mohamed A. Wahdan. "Automatic Assessment of Materiality: A Knowledge-based Approach." International Journal of Computer Auditing 1, no. 1 (December 2019): 064–91. http://dx.doi.org/10.53106/256299802019120101004.

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<p>This paper explores how can a knowledge–based system (KBS) be used in auditing especially when the task requires using professional judgments. It concerned with modeling, implementing and evaluating a KBS called Materiality EXpert (MEX). MEX can assess the level of planning materiality and performance materiality as professionals act. Knowledge used to build MEX is acquired from literature, international standards on auditing, and experienced auditors using questionnaire as well as unstructured and structured interviews. MEX was evaluated by 34 auditors from different audit firms in Egypt including international audit firms. The evaluation results acquired from experienced auditors in Egypt indicated that MEX successfully executes the task of assessing the level of planning materiality and performance materiality. Moreover, MEX is efficient, effective, and acceptable from auditors for assessing the level of planning materiality and performance materiality.</p> <p> </p>

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