Academic literature on the topic 'More Knowledgeable Others'
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Journal articles on the topic "More Knowledgeable Others"
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Mägi, Anne W., and Claes-Robert Julander. "Consumers’ store-level price knowledge: Why are some consumers more knowledgeable than others?" Journal of Retailing 81, no. 4 (January 2005): 319–29. http://dx.doi.org/10.1016/j.jretai.2005.02.001.
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Hambrick, David Z. "Why are some people more knowledgeable than others? A longitudinal study of knowledge acquisition." Memory & Cognition 31, no. 6 (September 2003): 902–17. http://dx.doi.org/10.3758/bf03196444.
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Rush, Christine L., and J. Edward Kellough. "Knowledge of Federal EEO Law Among County Administrators and Department Heads." Review of Public Personnel Administration 37, no. 1 (August 2, 2016): 59–83. http://dx.doi.org/10.1177/0734371x15616168.
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This article reports the results of a survey designed to assess the extent to which public administrators are knowledgeable of federal Equal Employment Opportunity (EEO) law. Findings suggest that there is significant variation among county administrators and department heads in their levels of knowledge, and that they are more familiar with Title VII of the Civil Rights Acts of 1964 than they are with other laws examined. Those who have had employment law training, who hold a Master of Public Administration (MPA) degree, and who serve as human resources directors are more knowledgeable than others. Female administrators are more knowledgeable in some aspects of the law than their male counterparts.
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Setari, R. Renee, and Anthony Philip Setari. "Using Social Network Analysis to Evaluate Academic Assistance Networks in a Holistic Education Secondary School." Journal of Montessori Research 4, no. 1 (May 15, 2018): 25–41. http://dx.doi.org/10.17161/jomr.v4i1.6639.
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One goal of Erdkinder schools is for students and teachers to provide academic assistance to their peers, particularly to less-knowledgeable ones. However, traditional educational evaluations do not provide a means to investigate the exchange of academic help. This study piloted the use of social network analysis to describe academic assistance relationships within a Montessori secondary school. Using a network survey, social network data concerning the exchange of academic help were collected from 23 students and 8 teachers. The results show that while students provide help to both fellow students and teachers, teachers are the main source of assistance for students. In some subjects, a few students and teachers neither provided nor received assistance, indicating another area for improvement. The results of a multiple regression quadratic assignment procedure (multiple regression-QAP) show that for most subjects, their willingness to help others was not significantly influenced by their own personal level of knowledge. Thus, more-knowledgeable individuals do not provide more assistance to less-knowledgeable peers. To adhere to Erdkinder principles, this school should encourage more-knowledgeable students to recognize their responsibility to help others and to actually help those who need support. This pilot yielded valuable information, and social network analysis warrants further study within holistic education.
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Jarrett, Kendall. "The Utility of Game-Based Approaches within the PE Curriculum Design and Implementation Process to Develop “More Knowledgeable Others”." Strategies 35, no. 3 (May 4, 2022): 3–10. http://dx.doi.org/10.1080/08924562.2022.2052774.
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Lehmann, Susan W., Betty S. Black, Andrew Shore, Judith Kasper, and Peter V. Rabins. "Living alone with dementia: lack of awareness adds to functional and cognitive vulnerabilities." International Psychogeriatrics 22, no. 5 (May 18, 2010): 778–84. http://dx.doi.org/10.1017/s1041610209991529.
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ABSTRACTBackground: Approximately 25% of individuals with dementia live alone, yet little is known about the cognitive and functional factors that impact detection of impairment.Methods: Subjects with dementia (n = 349) from a community study of dementia management were administered the Mini-mental State Examination (MMSE) and were asked to rate their cognitive status. Each participant's knowledgeable informant (KI) was interviewed to provide information about the subject's mental health and levels of cognitive and functional impairment. Subjects with dementia living alone (n = 97, 27.8%) were compared to subjects living with others (n = 252, 72.2%) regarding functional impairment, psychiatric symptoms, cognitive functioning, and dementia recognition.Results: While subjects with dementia living alone had significantly fewer ADL impairments (p < 0.0001) and less cognitive impairment (p < 0.0001) than subjects with dementia who were living with others, nearly half of subjects living alone had two or more IADL impairments. Both knowledgeable informants (p < 0.001) and primary care physicians (p < 0.009) were less likely to detect dementia in subjects living alone, while 77.3% of subjects with dementia living alone rated their cognitive abilities as “good” or “a little worse”. Subjects with dementia living alone and those living with others had similar rates of psychosis (p = 0.2792) and depressive symptoms (p = 0.2076).Conclusions: Lack of awareness of cognitive impairment by individuals with dementia living alone as well as their knowledgeable informants and physicians, combined with frequent functional impairment and psychiatric symptoms, heightens risk for adverse outcomes. These findings underscore the need for increased targeted screening for dementia and functional impairment among older persons living alone.
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Ma'wa, Jannatul, and Suwarsih Madya. "EFL Teachers’ Beliefs in Learner Autonomy: A Study on Non-Formal Education Context in Indonesia." Indonesian Journal of EFL and Linguistics 6, no. 2 (November 21, 2021): 487. http://dx.doi.org/10.21462/ijefl.v6i2.404.
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This descriptive quantitative study aims to describe teachers’ beliefs in learner autonomy (LA) with participants who are senior high school teachers of non-formal education (Paket C) in Indonesia. Applying a survey method, this research involved 126 teachers fill a questionnaire. The research uncovers that teachers were knowledgeable about the notion of LA. Teachers were convinced that LA contributes to successful language learning. This research also uncovered that among four perspectives (psychological, technical, sociocultural, political critical) in viewing LA, teachers’ beliefs lean more toward psychological perspective than others. Although teachers were knowledgeable about LA, the research found that they were less optimistic in the implementation of LA. In addition to this, teachers’ beliefs in LA were not significantly different across their education backgrounds and length of teaching.
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Heckman, Carolyn J., Jennifer L. Dykstra, and Bradley N. Collins. "Substance-related knowledge, attitude, and behaviour among college students." Health Education Journal 70, no. 4 (September 13, 2010): 383–99. http://dx.doi.org/10.1177/0017896910379694.
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Objective: To examine substance-related attitudes and behaviours among college students across an academic semester. Design: Pre–post quasi-experimental survey design. Setting: A large University in the Midwestern United States. Method: Surveys were completed by 299 undergraduates enrolled in three courses: drugs and behaviour, abnormal psychology, and normal personality theories. Results: Although students that were enrolled in the drug course were not more knowledgeable about drugs than others at baseline, their knowledge increased by semester’s end, while the others’ did not. Perceived prevalence of alcohol use was more accurate and became increasingly accurate among drugs and behaviour students. Class enrolment, gender, and baseline substance use were associated with baseline attitudes and behaviours as well as changes over time. Conclusion: This study offers implications for substance use education opportunities on college campuses.
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Speer, Andrew B. "Judging Performance – General Mental Ability and the Convergence of Operational Performance Ratings." Journal of Personnel Psychology 19, no. 1 (January 2020): 44–48. http://dx.doi.org/10.1027/1866-5888/a000244.
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Abstract. This research examined whether general mental ability (GMA) predicts rater convergence with other performance measures in operational performance appraisals (PAs). GMA is consistently related to accurate judgments of others. However, contexts in which these effects have been examined differ from real PA environments. In this study, ratings from managers who also took a GMA test were compared to ratings from other knowledgeable sources (peers, subordinates, self). Ratings from managers with higher GMA converged more with others' evaluations of ratee job performance, with correlations ranging from .15 (peers) to .28 (self), and .30 with a composite across the three sources. These findings establish external validity in support of past research examining the relationship between GMA and PA rating convergence.
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Teszenyi, Eleonora, Cristina Devecchi, and Tanya Richardson. "Enhancing Learning for Early Years Foundation Degree Students: Empowerment through Heutagogy and Reflecting on the Notion of Knowledgeable Others." Polish Journal of Educational Studies 72, no. 1 (December 1, 2019): 24–44. http://dx.doi.org/10.2478/poljes-2019-0003.
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AbstractThis paper reports on a small-scale practitioner enquiry undertaken with 17 work-based learners studying on a two-year Early Years Foundation Degree programme in a higher education institution in England. The first aim of the enquiry was to identify the perspectives of a cohort of work-based Early Years Foundation Degree students on teaching strategies they experienced at a higher education institution in the English midlands. The second aim was to identify how the findings could be applied to curricular and andragogic enhancements for future students. Beliefs and attitudes questionnaires were administered to the students half way through their programme. Findings indicate that students valued strategies that included the direct input of the lecturers they regarded as ‘more knowledgeable others’ (Vygotsky, 1978), yet they rated peer support as less effective for their learning. Findings indicate that early years students’ applications of learned theory to work-based practice may need to go beyond a singular notion of ‘communities of practice’ (Lave & Wenger, 1991). Although these students are positioned and position themselves as more knowledgeable others in their own workplace communities, they regard themselves as lacking knowledge in their higher education community. As members of these various communities, they straddle heutagogic and andragogic approaches in their respective communities of practice. In recognition of this, the paper argues that not only should higher education lecturers working with work-based students adopt andragogic strategies but they should also promote heutagogic approaches that increase student autonomy. They should also communicate explicitly to their students the value of such strategies for learning in the field, both in theory and practice.
Dissertations / Theses on the topic "More Knowledgeable Others"
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Murtaza, Naveed. "Perceptions of Students with Learning Disabilities Learning Science: A Narrative Study." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37820.
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While there has been research regarding the effectiveness of teaching strategies to teach science to students with learning disabilities (LD), the viewpoints and experiences of students with learning disabilities using narratives have not received the same attention. This study was conducted to explore the beliefs and feelings of students with learning disabilities about their science learning experiences during their high school years. Vygotsky’s theory on Social Constructivism was used to examine the interaction of cognitive processes such as perceptions and attributions; behavioral features such as social skills and communication difficulties; and, environmental factors such as teaching techniques and peer interactions. These factors are interacting determinants of learning and classroom participation. Due to the social nature of schooling and disability, the social model of disability approach was considered the most efficient way to address this issue of learning of science with learning disabilities.
Eight undergraduate students with LD were interviewed about their experiences of learning science in mainstream science classrooms. Four themes emerged after thematic analysis of the narrative interview data: a) understanding of learning disability; b) finding resources and strategies for learning science with LD; c) overcoming difficulties in learning science with technology; d) learner autonomy and science learning experiences with LD.
The salient feature of these themes showed that the participants had an adequate understanding of their LDs, and the difficulties they faced in learning of science subjects due to their learning disabilities. The stigmatizing experiences of low achievement in science subjects and the initial reaction of some teachers triggered sad and angry feelings, and all the students longed to be more pushed to their higher potential in science learning. Participants then sought help from More Knowledgeable Others (MKO), they used assistive technology and developed their own strategies to overcome difficulties they were facing in learning science. The difficulties in learning of science subjects indicated by the participants have consequences; these difficulties may result in student’s reduced motivation in learning, disengagement from school, leaving school prematurely, and may cause depression in students who drop out of school. These possible consequences and the dissatisfaction expressed by the participants in this study implicate a need to continually assess students with LDs knowledge of, perceptions of, and experiences with their science learning, both in research and actual practice. In turn, this greater consideration of participant’s viewpoints may have a positive influence on the success of high school science education programs and the social-emotional development of students with LD.
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Putman, Rebecca S. "Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699976/.
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Professionals in education continue to explore technology as a way to instruct young students, and there is an accompanying belief that this technology can make an educational and academic difference. Despite the high percentage of young students in classrooms using technology, the impact of this technology on the early literacy skills of young children remains largely unknown. Guided by Vygotsky’s social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 3,000,000 students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. A descriptive discriminant analysis was performed to determine the main effect of Istation®. The level of teacher support and the interaction effect was then tested using a multivariate between-subject analysis. Results indicated that Istation® did have a statistically significant effect on the early literacy skills of the 72 kindergarten students studied and was able to explain 17.7% of the variance in group differences. Hearing and recording sounds and letter sound knowledge were the main contributors to group differences. Teacher literacy support and the interaction between teacher support and Istation were not significant. This study considers the relationship between technology and early literacy and concludes that Istation® can serve as a more knowledgeable other as students develop some early literacy skills; however, teachers are still needed to provide complete literacy instruction for young students.
Books on the topic "More Knowledgeable Others"
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Linder, Stefan, Nicolai J. Foss, and Diego Stea. Epistemics at Work. Edited by Michael A. Hitt, Susan E. Jackson, Salvador Carmona, Leonard Bierman, Christina E. Shalley, and Douglas Michael Wright. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780190650230.013.8.
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Agency theory studies the impact of and remedies to asymmetrically distributed information in principal-agent relations. Yet, it does so in a surprisingly binary manner: It assumes the principal to be perfectly knowledgeable of some pieces of information (such as the agent’s risk aversion), while others (such as the agent’s true effort exerted) are considered to be perfectly private information of the agent. Agency theory thus makes highly asymmetrical assumptions about the knowledge of principals and agents, largely neglecting the role of individual differences in the human capacity to read other people’s desires, intentions, knowledge, and beliefs-that is, to have an imperfect theory of someone else’s mind. This study explores the implications of instilling agency theory with a more realistic account of this (bounded) human capacity.
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Collingwood, Loren. Campaigning in a Racially Diversifying America. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190073350.001.0001.
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As the United States moves toward a majority-minority country, candidates for public office must increasingly make appeals to voters from a range of racial and ethnic backgrounds. In 2008, Barack Obama did this to maximum effect with white voters across the U.S. Most recently, in 2018, Beto O’Rourke nearly became the first Democratic senator from Texas since the 1990s. O’Rourke, who grew up in El Paso, speaks Spanish and is extremely knowledgeable about border issues and immigration policy more generally, which translated into strong support and turnout among Latino voters. In Campaigning in a Racially Diversifying America: When and How Cross-Racial Electoral Mobilization Works, Loren Collingwood examines the specific case of how and when white/Anglo candidates mobilize Latino voters, and why some candidates are successful whereas others are not. Drawing on extensive data collection, statistical analysis, and archival evidence, Collingwood traces the development of cross-racial mobilization across the U.S. South and the Southwest since the 1940s. Extensive cross-racial mobilization is most likely to occur when elections are competitive, institutional barriers to the vote are low, candidates have previously developed a welcoming racial reputation with target voters, whites’ attitudes are racially liberal, and the Latino electorate is large and growing. Collingwood convincingly argues—and empirically demonstrates—that to maximize the vote across the racial aisle, white/Anglo candidates must develop minority-group cultural competence and group-specific policy expertise. With these qualities, and maximum efforts at cross-racial mobilization, non-co-ethnic candidates can begin to approach the electoral benefits previously thought only accrued to co-ethnic candidates.
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Ben-Shalom, Ram. Medieval Jews and the Christian Past. Liverpool University Press, 2015. http://dx.doi.org/10.3828/liverpool/9781904113904.001.0001.
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The focus in this book is on the historical consciousness of the Jews of Spain and southern France in the late Middle Ages, and specifically on their perceptions of Christianity and Christian history and culture. The book shows that in these southern European lands Jews experienced a relatively open society that was sensitive to and knowledgeable about voices from other cultures, and that this had significant consequences for shaping Jewish historical consciousness. Among the topics discussed are what Jews knew of the significance of Rome, of Jesus and the early days of Christianity, of Church history, and of the history of the Iberian monarchies. The book demonstrates that, despite the negative stereotypes of Jewry prevalent in Christian literature, they were more influenced by their interactions with Christian society at the local level. Consequently, there was no single stereotype that dominated Jewish thought, and frequently little awareness of the two societies as representing distinct cultures. The book demonstrates that in Spain and southern France, Jews of the later Middle Ages evinced a genuine interest in history, including the history of non-Jews, and that in some cases they were deeply familiar with Christian and sometimes also classical historiography. The book enriches our understanding of medieval historiography, polemic, Jewish–Christian relations, and the breadth of interests characterizing Provencal and Spanish Jewish communities.
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Lupia, Arthur. Uninformed Why People Seem to Know So Little about Politics and What We Can Do about It. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190263720.001.0001.
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Research polls, media interviews, and everyday conversations reveal an unsettling truth: citizens, while well-meaning and even passionate about current affairs, appear to know very little about politics. Hundreds of surveys document vast numbers of citizens answering even basic questions about government incorrectly. Given this unfortunate state of affairs, it is not surprising that more knowledgeable people often deride the public for its ignorance. Some experts even think that less informed citizens should stay out of politics altogether. As Arthur Lupia shows in Uninformed, this is not constructive. At root, critics of public ignorance fundamentally misunderstand the problem. Many experts believe that simply providing people with more facts will make them more competent voters. However, these experts fail to understand how most people learn, and hence don't really know what types of information are even relevant to voters. Feeding them information they don't find relevant does not address the problem. In other words, before educating the public, we need to educate the educators. Lupia offers not just a critique, though; he also has solutions. Drawing from a variety of areas of research on topics like attention span and political psychology, he shows how we can actually increase issue competence among voters in areas ranging from gun regulation to climate change. To attack the problem, he develops an arsenal of techniques to effectively convey to people information they actually care about. Citizens sometimes lack the knowledge that they need to make competent political choices, and it is undeniable that greater knowledge can improve decision making. But we need to understand that voters either don't care about or pay attention to much of the information that experts think is important. Uninformed provides the keys to improving political knowledge and civic competence: understanding what information is important to and knowing how to best convey it to them.
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Cunning, David. Margaret Cavendish. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190664053.001.0001.
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Margaret Cavendish, a seventeenth-century philosopher, scientist, poet, playwright, and novelist, went to battle with the great thinkers of her time, and in many cases arguably got the better of them, but she did not have the platform that she would have had in the twenty-first century. She took a creative and systematic stand on the major questions of philosophy of mind, epistemology, metaphysics, and political philosophy. She defends a number of theses across her corpus: for example, that human beings and all other members of the created universe are wholly material; that matter is eternal; that the universe is a plenum of contiguous bodies; that matter is generally speaking knowledgeable and perceptive and that non-human creatures like spiders, plants, and cells exhibit wisdom and skill; that motion is never transferred from one body to another, but bodies always move by motions that are internal to them; that sensory perception is not via impressions or stamping; that we can have no ideas of immaterials; and that creatures depend for their properties and features on the behavior of the beings that surround them. Cavendish uses her fictional work to further illustrate these views, and in particular to illustrate the view that creatures depend on their surroundings for their social and political properties. For example, she crafts alternative worlds in which women are not seen as unfit for roles such as philosopher, scientist, and military general, and in which they flourish. This volume of Cavendish’s writings provides a cross-section of her interconnected writings, views, and arguments.
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Mueller's Music Fables. Booklocker.com, 2011.
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QuickBooks® Pro Support+1(866∎751∎2963)Phone Number. mrinalt, 2022.
Find full textBook chapters on the topic "More Knowledgeable Others"
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Celis, Karen. "The Promise of Feminist Democratic Representation." In Feminist Democratic Representation, 153–75. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190087722.003.0007.
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Chapter 6 fully elaborates the promise of the authors’ parliamentary design. Ideal representational effects go beyond bringing more women in—through the inclusion of the affected representatives of women—and generating just and fair laws and policies for women. Chapter 6 focuses on the broader effects on both the elected representatives and the represented women—this is what the shift from discrete dimensions of representation to conceiving it as a mélange implies. In short, elected representatives become more knowledgeable, care more about women, and are better connected to women and their experiences. Twin augmentations provide both the means and the incentives for a transformation in elected representatives’ attitudes and behavior. In turn, women finally feel recognized as legitimate members of the polity, are more knowledgeable about their own and others’ interests, are positioned to judge their representatives and are thus empowered, and participate more in a democratic politics now that it is belatedly interested in them.
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Fennel, Dana. "The Power of Knowledge." In The World of Obsessive-Compulsive Disorder, 144–62. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479881406.003.0008.
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Roadblocks to treatment include the lack of knowledgeable, accessible, and affordable care for OCD. While there was not always much people could do to address the cost of help, this chapter considers how people used information, experience, and social networks as resources (i.e., social and cultural capital). Information and experience were used by interviewees to create self-treatment plans and maneuver within the healthcare system; this included advocating for what they wanted out of the treatment experience and in provider-client relationships. We live in a social context where information is increasingly accessible, the expertise of healthcare professionals has come under fire, “patients” have become more active and knowledgeable consumers, and providers are using technology such as apps to treat people with OCD. The chapter demonstrates how social networks were used by interviewees to connect with others who had OCD, regularly reinforcing contemporary medical/psychological views of the disorder. People need to be savvy consumers of information, and this chapter incorporates difficulties and downsides in the search for information and social support.
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Kehus, Marcella Jeanne. "Best Practices for Engaging Graduate Students in Problem-Based Learning." In Fostering Multiple Levels of Engagement in Higher Education Environments, 21–48. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7470-5.ch002.
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In this chapter, the author discusses two graduate online courses and the use of the online discussion boards specifically as they were used for problem-based learning. In the first course, the instructor scaffolded the learning more closely by providing a specific case to be solved by students and by providing specific instructions. In the second course, students were in the field tutoring and were to use the online discussion board as a place to bring their problems or issues to be problem-solved by the group. In this second context, graduate students became a discourse community developed their own ways of solving problems, working sometimes as more knowledgeable others and sometimes as the one seeking assistance, and generally encouraged each other. The instructor, after providing instruction and modeling during the first course, had little role during the second course besides providing resources, monitoring, and providing occasional corrections.
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Maulana, Ikbal. "Mutual Understanding in the Age of Vulnerable Truth." In Research Anthology on Fake News, Political Warfare, and Combatting the Spread of Misinformation, 422–39. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7291-7.ch024.
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Peaceful relations among people require mutual understanding among them, which in turn necessitates information exchange. Current information and communication technologies (ICT) allow people to exchange information, offer information about themselves, and search information about others with ease, therefore, technically, misunderstanding among people can be easily overcome. However, having access to abundance of information does not necessarily make people knowledgeable and wise. It is because information is not always intended to inform or enlighten others, but also mislead and deceive them. Despite the many problems arising from the utilization of ICT, this chapter suggests that technological solutions should be developed to identify fake information and minimize its impacts, namely, by making users more transparent, exposing them to different world views, and assisting them in identifying false information. It also argues that education is essential to promote global mutual understanding.
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Maulana, Ikbal. "Mutual Understanding in the Age of Vulnerable Truth." In Advances in Public Policy and Administration, 51–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3032-9.ch005.
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Peaceful relations among people require mutual understanding among them, which in turn necessitates information exchange. Current information and communication technologies (ICT) allow people to exchange information, offer information about themselves, and search information about others with ease, therefore, technically, misunderstanding among people can be easily overcome. However, having access to abundance of information does not necessarily make people knowledgeable and wise. It is because information is not always intended to inform or enlighten others, but also mislead and deceive them. Despite the many problems arising from the utilization of ICT, this chapter suggests that technological solutions should be developed to identify fake information and minimize its impacts, namely, by making users more transparent, exposing them to different world views, and assisting them in identifying false information. It also argues that education is essential to promote global mutual understanding.
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Peralta, Dan-el Padilla. "Temples, Festivals, and Common Knowledge." In Divine Institutions, 131–77. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691168678.003.0004.
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This chapter explores the forms that Rome's festival and pilgrimage culture took as mirrored in the literary tradition. Religious festivals fabricated new molds for civic self-awareness and common knowledge that were then filled in by new arrivals to the mid-Republican city. By the late third century, Latins, Italians, and assorted non-Romans were making their way to Rome for ludi, in a migratory pattern that anticipated the post-Punic War influx of concern to Fannius. Social interaction at the games enhanced not only their knowledge of Roman institutions and their knowledge of one another but also their aggregative understanding of the extent to which others were becoming more knowledgeable about Roman institutions. This traffic in knowledge is part of Rome's mid-Republican state formation story.
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Heath, Mary Jo. "Broadcasting Opera to a Wide Audience." In The Oxford Handbook of Public Music Theory. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780197551554.013.24.
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Abstract For almost a century, technology has made it possible to experience opera beyond the confines of the opera house. Since it opened in 1883, the Metropolitan Opera has always kept abreast of new technologies and seized on them when they saw that employing them would make opera more widely available. One of its earliest, and still most far-reaching reaching initiatives, is the radio broadcasts which began in 1931 and continue today, some on Saturday afternoons and others more recently added on SiriusXM, and the television “Live from the Met,” broadcasts which have evolved into the Live in HD broadcasts into movie theaters. This chapter discusses the history of the Met’s use of technology, focusing on the radio broadcasts. It delves further into them and discusses many of the aspects that are considered when the broadcasts are produced, including how to create a show whose listeners range from new audience members to more knowledgeable ones, the style of presentation, the scripts, intermission features, business and artistic considerations, and more.
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"Scaffolding Undergraduate STEM Majors." In Engaging STEM Students From Rural Areas, 39–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6341-9.ch003.
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Project Engage utilizes a scaffolded approach to strategic mentoring grounded in the social constructivist theory of Vygotsky. Peer mentors, a career counselor, and STEM faculty serve as three scaffolding layers of more knowledgeable others (MKOs) who are responsible for assisting the mentee in achieving his/her zone of proximal development (ZPD), a higher level of learning or understanding than could be achieved alone. Detailed information is shared in this chapter on the selection, training, and responsibilities of the peer mentors, given that they serve as the first level of scaffolding (i.e., primary mentors for the freshmen). The career counselor and Engage faculty members constitute levels two and three of scaffolding. A survey was administered to evaluate the effectiveness of the mentoring program. Results from the survey of the mentees revealed positive perceptions of the mentoring program.
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Gates, Ann Q., Elsa Y. Villa, and Salamah Salamah. "Developing Communities of Practice to Prepare Software Engineers with Effective Team Skills." In Overcoming Challenges in Software Engineering Education, 52–70. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5800-4.ch004.
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A major challenge to teaching software engineering is achieving functioning teams that enforce individual accountability while integrating software engineering principles, approaches, and techniques. The two-semester software engineering course at the University of Texas at El Paso, referred to as the Team-Oriented Software Engineering (TOSE) course, establishes communities of practice that are cultivated through cooperative group practices and an improvement process model that enables learning from past experiences. The experience of working with incomplete, ambiguous, and changing software requirements motivates the need for applying disciplined software engineering practices and approaches throughout project development. Over the course of the two-semester sequence, the nature of students’ participation in project teams changes: they begin to influence others in software engineering practice, and their identities as software engineers begins to develop. The purpose of the chapter is to describe how to structure a software engineering course that results in establishing communities of practice in which learners become increasingly more knowledgeable team members who embody the skills needed to work effectively in a team- and project-based environment.
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Wyld, David C. "Blogging." In Handbook of Research on Public Information Technology, 81–93. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-857-4.ch009.
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What is a blog? According to a recent report from The Pew Internet & American Life Project, well over half of the American adult population do not know what a blog is (Rainie, 2005). A blog can be simply defined in the following manner: “A blog is an easy-to-use content management tool. When you ‘blog,’ you are instantly adding new content to your site via a Web interface. No technical or programming skills are necessary.” (Weil, 2004, n.p.). In a nutshell, a blog is a “do-it-yourself” Website. Gone are the days (of say 2003) when one would have to be knowledgeable in html or xml programming or make use of complex, and often expensive, Web creation software to create or update a Website. With a blog, your Website can be constantly added to and updated, without having to do anything more than typing (or cutting and pasting) into a text box. Through posting links, you can link your blog to any other site on the Web. You can even add audio/visual material to your blog site by uploading them, much as you would add an attachment to an email. Others who find your site of interest can use RSS (really simple syndication) or sign-up for e-mail alerts to be notified when you post or add material to your blog.
Conference papers on the topic "More Knowledgeable Others"
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Safia, A., and T. Mala. "Ascertaining the More Knowledgeable Other among peers in collaborative e-learning environment." In 2012 Fourth International Conference on Advanced Computing (ICoAC). IEEE, 2012. http://dx.doi.org/10.1109/icoac.2012.6416852.
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Hockberger, William A. "The Quadrimaran Reexamined." In SNAME 13th International Conference on Fast Sea Transportation. SNAME, 2015. http://dx.doi.org/10.5957/fast-2015-026.
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The Quadrimaran was invented in France in the mid-1980s by Daniel Tollet. It was an inspired design and a radical departure from traditional ship design by a man from outside the marine industry unconstrained by industry technical practices and education. Technical experts could see it would entail more structure and subsystems than other high-performance vessels, but its promise was that those penalties would be more than offset by its claimed low power and fuel consumption. A prototype/demonstrator, Alexander, was built in 1990 and operated for five years carrying and impressing many hundreds of riders. Alexander performed beautifully and appeared to bear out what was claimed. Contracts for several Quadrimarans of different sizes came quickly, especially considering how conservative an industry this is. That was significantly due to Tollet's personal charisma and skill in selling riders on the dream of carrying passengers and freight over the water fast and in comfort, yet economically. Great skepticism prevailed in some quarters, especially among naval architects knowledgeable about AMVs (advanced marine vehicles) and early-stage whole-ship design. At technical meetings, one Quadrimaran principal would comment, for example, "Why would you carry freight across the Atlantic at 38 knots on 230,000 horsepower (a reference to the planned Fastship Atlantic TG-770) when you could do it at 60 knots on only 65,000 horsepower?" Listeners would ask how this could be possible, and he would assert again that the Quadrimaran could do it, but would decline to explain. Respected technical people were working with Tollet and his company and becoming convinced of the Quadrimaran's merit. Along with the contracts came engineers with experience in ship detail design and construction (very different from early-stage whole-ship design), or responsibilities for assessing and approving ships for service. Others were with engine and equipment suppliers. Their opinion that there was something unique and special about the Quadrimaran gave it credibility and influenced more people to accept the major claims made for it. Some dismissed the most extreme claims but still accepted the idea that the Quadrimaran was capable of unusually high performance - considerably less than was being claimed, perhaps, but high nevertheless. In hindsight it is clear the skeptics were right. Results never met expectations, nor could they have. In reality, the Quadrimaran has aspects that inherently prevent it from achieving the characteristics and performance its inventor believed attainable. It cannot be built in a commercially useful size and actually perform as intended. Why this is so will be explained. A crucial fact in the Quadrimaran's history is that Daniel Tollet and his close associates believed strongly that naval architects and engineers who had been immersed in working with the existing ship types would be unable to give the Quadrimaran the very different treatment they believed it required. (Their own educations and professional work were nontechnical.) Such people were excluded from the development of Quadrimaran designs, and the belated discovery of many fundamental technical problems can be attributed to this. The company Tollet established had a number of names over the years, and other associated entities were created at times for various purposes. In this paper they are referred to collectively as QIH (Quadrimaran International Holdings) so as not to confuse things unnecessarily. In 2004 QuadTech Marine LLC was established and acquired the Quadrimaran patent (US Patent No. 5,191,849) and related intellectual property from QIH. QuadTech laid out an extensive R&D program to close gaps in the technical background and address identified issues. In the process, additional information on earlier QIH projects and products was obtained and studied, which brought to light problems that significantly compromised the Quadrimaran's prospective performance and utility. The resulting much-reduced set of potential uses and users led the company to effectively stop pursuing Quadrimaran projects after 2009. (Note: The author was Chief Technology Officer for QuadTech Marine during 2006-9, studying the Quadrimaran and planning the R&D.)
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Nissen, Hans-Erik, Peter Bednar, and Christine Welch. "A Double Helix Relationship of Use and Redesign in IS." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2981.
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In the past, Information Systems Research (ISR) mainly has focused on developing, designing, and implementing computerized parts of informing systems. Even studies from a "user" perspective relate to information and communication technology (ICT), often on an abstract level. Since the advent of the ICT industry there has been a tendency to describe professionals in their practice, or people in their daily lives as ‘users’ of ICT. It is not obvious why this label should be applied. The ICT industry offers products and services to professionals and to people in their daily lives. These products and services require critical assessment to see what helps whom in particular situations. There is also a need to appraise them with respect to unintended consequences. Such critical assessment furnishes challenges to the ICT industry. More ISR seems to be needed with the intention of learning both from earlier ICT projects and from research carried out in other fields. This could comprise studying uses of earlier ICT artifacts and studies of how to redesign them to make people better informed and more knowledgeable. Becoming better informed and more knowledgeable calls for a lot of learning and unlearning. These processes always have to start from the situations in which the learners live. Designers of new ICT artifacts have not always been fully aware of this fundamental prerequisite for learning. We believe one way of supporting this kind of ISR is to reflect on the question: ‘In which ways could studies of the use-side particularly benefit from a relationship to philosophical frameworks such as hermeneutics and phenomenology?’
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Lotfalian Saremi, Mostaan, and Alparslan Emrah Bayrak. "Agent-Based Simulation of Optimal Trust in a Decision Support System in One-on-One Collaboration." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-90770.
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Abstract Intelligent systems that can effectively collaborate with human users can potentially expand human decision-making capabilities in numerous domains. An important factor that determines the effectiveness of these intelligent systems is trust from human users. How much a user should trust an intelligent system to maximize the benefits is an open question. In this paper, we present a quantitative analysis of the impact of trust on the collaboration between a human user and an intelligent decision support system (DSS) in binary classification problems. Using an agent-based simulation model, we represent trust as a static quantity averaged over a set of Monte Carlo simulations calculated based on a user’s self-confidence, confidence in a DSS, and agents’ expertise. Our results show the optimal level of self-confidence and confidence in a DSS needed to maximize the collaboration performance under different problem scenarios. The results indicate that with such an optimal level of confidence, the collaboration performance can exceed the performance of the individual agents alone. Further, our results also show that having a concentrated expertise on particular types of problems is more beneficial than being somewhat knowledgeable in multiple problems given that the expertise of the user and the DSS complement each other.
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Fadaie, Gholamreza. "In Search of New Identity for LIS Discipline with Some References to Iran." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3258.
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The present paper offers that most of the advocates of discipline of library and information science believe that there is a lack of theoretical foundation and rational identity. The author maintains that there has been an error in defining the subject by confusing library with librarianship. That is many researchers have derived the concept of librarianship from library. Therefore they came to define librarianship as an entity only through the social application and services. If instead, a librarian was assumed to be a person who was usually a scholar, with or without the knowledge of classification properly, and if it was further assumed that before establishing any library, at least there has always been one thoughtful person with the enthusiasm of classifying his own tacit or explicit knowledge in order to retrieve, the concept of librarianship could have been derived from the concept of personal seeking of knowledge, or the need of any knowledgeable person who believes in scientific classification for the sake of retrieval. Thus, there has always been the necessity for scientific classification even if there has not been any formal library. So, I propose that librarianship is more related to the knowledge retrieval and classification which is in the mind of all people specially scholars and learned men before the library, as a place for the collection of books and other materials come to being.
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O'Hara, Lily, and Jane Taylo. "The Impact of the Red Lotus Critical Health Promotion Model on Graduates’ Health Promotion Practice." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0110.
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The Red Lotus Critical Health Promotion Model (RLCHPM) is used in health promotion teaching, research and practice in multiple countries. The model is designed to support critical health promotion as a public health practice, and responds to calls to move practice away from biomedical-behavioural approaches to health promotion. The RLCHPM includes of a system of values and principles for critical practice including health equity, holistic health paradigm, strengths-based salutogenic approaches, socioecological science, non-maleficence, and empowering engagement processes. The objective of this study was to investigate the impact of the RLCHPM on the practice of graduates from health promotion programs from a university in Australia. Methods: We conducted a mixed methods study involving an online survey of graduates from 2008 to 2016, followed by semi-structured interviews with a subset of self-nominated respondents. We used descriptive analyses for survey data and thematic analysis for interview data. Results: There was a total of 95 respondents (49% response rate) and 10 of these were interviewed. Participants felt knowledgeable about the model, and confident about their ability to use it. The model was understandable, easy to use, and important, relevant and useful in practice. More than half felt that the model had an impact on their health promotion practice, however less than a quarter felt that the model had an impact on institutional policies in their workplace. Interview data revealed the need for a step-by-step guide for implementing the model in multiple sectors, access to ongoing support for model implementation, and clearer links to other relevant models. Conclusions: The RLCHPM is well understood and considered to be important, relevant and useful to the practice of graduates. The study has implications for the use of the model in health promotion degree programs, and in professional development programs for health promotion practitioners.
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Coucci, Alexander W., Marcus R. Grandinetti, Trevor J. Leandro, James McCusker, and Simon Williamson. "The Design Build Go Universal Power Hub." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51141.
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The Design, Build, Go Hub (DBG) is a universal power hub that not only encapsulates the various branches of robotic engineering, but also transforms a student’s creativity into a physical product. The hub serves as both control mechanism and the power delivery system for student designs. The universal design is easily implemented to provide automation to designs including quadcopters, wheeled platforms, and mechanized robotics. This hub gives students the opportunity to gain exposure to electrical, mechanical and systems engineering, as well as how the various disciplines can be integrated into a cohesive design. Powered by a Raspberry Pi 2 microcontroller with a motor controller interface, the DBG Hub can interface with a variety of sensors, motors, servos, cameras and various other electrical components. The mechanical system also has a vast number of possibilities by utilizing rapid prototyping such as 3D printing, vacuum forming, and machining. The DBG Hub was designed to be capable of receiving a vast amount of rapid prototyped parts for nearly any type of mechanical function. The housing, which holds the electrical system, is also a product of rapid prototyping technology. The 3D printed design allows users to create attachments with corresponding electrical components that plug into the housing for a variety of projects. The combination of rapid prototyping with the microcontroller allows the hub to take full advantage of combining the mechanical design with the electrical components. This combination is used to create systems that can sense, think and react. Sample projects created utilizing the DBG hub as the central control unit, such as the DBG quad-copter, or the DBG land vehicle, perfectly showcase these attributes in an introductory manner. These sample projects have been designed and software created as introductory tools for students interested in engineering. The effectiveness of the hub being able to interest students in engineering will be the subject of a future study. This study will show how simplifying the incorporation of multiple engineering disciplines into one easy to use tool is the simplest and most efficient way to become more knowledgeable of the engineering field. While this study has not yet been conducted, it can still be stated that the DBG Hub is an original and groundbreaking design that will excite, promote, and, most importantly, educate students in the field of engineering.
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Gerson, Ph M., A. J. Taylor, and B. Ramond. "Dedicated Workshops to Educate T-Shaped Engineers." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41799.
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Technical Innovation covers the process of creating a new successful competitive product from invention to production and market introduction within a practical company related context. Typically education for this kind of complicated, open ended work requires mastering a wide range of knowledge-areas and a lot of hands-on training practice in projects and workshops. The combination of depth and width is symbolized by the “T-shape”. Well-known learning theories give a good rationale of the teaching approaches that were developed over the years and a confirmation of this approach, including the important role of the experienced tutor, is found in the study of excellent companies. Work of a “T-shaped” engineer in the technical innovation process bears many similarities to the ideal transformation process of a company, like Collins describes in his “Good to Great”. The processes have a very comparable open-ended character, a focus for essence and simple, elegant solutions, opportunities and inventions. Success seems to rely more on the right people and a concentrated shared-goal driven cooperation (“flow”), than on the right methods of work. Collins’ observations and conclusions, applied to the domain of engineering design education helps understanding the earlier reported 15 years success of the International Product Design Engineering (IPDE) course of the Hanze University Groningen, with its combination of lecturing, projects and workshops, with a high reality content and direct supervision. The IPDE-related “Open Dynamic Design” (ODD) project and the educational experiments showed similar observations. Essential is the committed experienced participation in real innovation projects and intensive workshops, lead by very experienced T-shaped supervisors/“masters”, having deep knowledge over a good part of technologies, entrepreneurial and/or design related issues and good understanding of interrelationship and consequences in the other fields. They also should have a track record on the methodologies of product innovation and product development. Like the Collins level-5 leaders, they should be able to be both creative and analytical, give the students freedom and control them at the appropriate moments. They power the theoretical most effective learning “circle” with focused introductions and assignments, their direct, knowledgeable and adequate feedback, and quiet help during contemplation. Then the workshops are really fun and effective. The Loughborough and Glasgow Design engineering courses, the new master course at the Innovation Centre of the University of Technology of Compiegne (UTC) and the one at the Hanze Institute for Technology — an upgrade from IPDE — are built on these insights. To safeguard the continuation of this approach, a pool of experienced and potential (home and guest) T-experts is founded together by the small group of universities and their industrial partners, working jointly in the workshops, projects and modules, training the trainers while training the students - in T-design.