Relevant bibliographies by topics / Understanding

Academic literature on the topic 'Understanding'

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Published: 4 June 2021
Last updated: 18 May 2024

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Journal articles on the topic "Understanding"

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Kucer, Stephen B. "Understanding readers' differing understandings." Literacy 49, no. 3 (June 2, 2015): 132–39. http://dx.doi.org/10.1111/lit.12059.

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Seifter, Miriam. "Understanding State Agency Independence." Michigan Law Review, no. 117.8 (2019): 1537. http://dx.doi.org/10.36644/mlr.117.8.understanding.

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Conflicts about the independence of executive branch officials are brewing across the states. Governors vie with separately elected executive officials for policy control; attorneys general and governors spar over who speaks for the state in litigation, and legislatures seek to alter governors’ influence over independent state commissions. These disputes over intrastate authority have weighty policy implications both within states and beyond them, on topics from election administration and energy markets to healthcare and welfare. The disputes also reveal a blind spot. At the federal level, scholars have long analyzed the meaning and effects of agency independence—a dialogue that has deepened under the Trump Administration. In contrast, there is virtually no systematic scholarly attention to the theory or practice of agency independence in the states. This Article begins that study. Surveying historical developments, judicial decisions, and legislative enactments across the country, it shows that state agency independence is an inexact, unstable, and variegated concept. Whereas federal courts treat independent agencies as a distinct legal category, state courts tend to eschew categorization in favor of contextual holdings. Moreover, despite the common notion that states’ plural-executive structure cements independence, these rulings just as frequently undermine it. State legislatures, for their part, revisit independence frequently, often in the wake of partisan realignments. And their creations are diverse, combining a range of vectors of insulation in different arrangements. The result is that there is no single meaning of state agency independence even within a state, and rarely a strong norm surrounding it. States’ legislatively driven, bespoke approach to independence offers insights for scholars of both state and federal institutional design. The state approach may yield better-tailored and more democratic arrangements. But it also displays raw partisanship, and the combination of weak norms with strong governors may stack the deck against independence. The state approach also raises deeper questions for public law: What are the costs and benefits of allowing the rules of the game to be consistently up for grabs? There is no formula for weighing these considerations beyond the context of any individual dispute, but this Article provides a launching pad for their sustained exploration.
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Stuke, Kurt B. "Understanding Leadership Through Leadership Understandings." Journal of Leadership Studies 7, no. 2 (June 2013): 55–61. http://dx.doi.org/10.1002/jls.21291.

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Kidron, Eithan. "Understanding Administrative Sanctioning as Corrective Justice." University of Michigan Journal of Law Reform, no. 51.2 (2018): 313. http://dx.doi.org/10.36646/mjlr.51.2.understanding.

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When should a regulator prefer criminal sanctions over administrative sanctions? What procedural protections should apply if a process is labeled civil but the sanctions are, in fact, criminal in type? And can the state justifiably conduct parallel proceedings for punitive sanctions against the same person or entity for the same conduct? Throughout the years, judges and scholars alike have tried to understand and classify administrative sanctioning. Common to all of these conceptions is their failure to provide a complete normative framework for this unique body of law, which in turn makes it difficult to identify its practical limits and to resolve the practical difficulties mentioned above. This Article proposes a novel, normative paradigm for understanding administrative sanctioning. This Article suggests that an administrative violation is a manifestation of an ex-ante excessive risk to public right. Based on the rationale of corrective justice, administrative sanctions correct the excessive risk in the form of a preventative sanction. Thus administrative sanctioning restores equality in the correlative relations between the violator and the public right. The Article applies this suggested approach to address some of the practical difficulties administrative sanctioning raises.
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Goldman, Eric. "Understanding the Consumer Review Fairness Act of 2016." Michigan Technology Law Review, no. 24.1 (2017): 1. http://dx.doi.org/10.36645/mtlr.24.1.understanding.

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Consumer reviews are vitally important to our modern economy. Markets become stronger and more efficient when consumers share their marketplace experiences and guide other consumers toward the best vendors and away from poor ones. Businesses recognize the importance of consumer reviews, and many businesses take numerous steps to manage how consumer reviews affect their public image. Unfortunately, in a misguided effort to control consumer reviews, some businesses have deployed contract provisions that ban or inhibit their consumers from reviewing them. I call those provisions “antireview clauses.” Anti-review clauses distort the marketplace benefits society gets from consumer reviews by suppressing peer feedback from prospective consumers, which in turn helps poor vendors stay in business and diminishes the returns that good vendors get from investments in quality (thus degrading their willingness to make those investments). Recognizing the threats posed by anti-review clauses, Congress banned them in the Consumer Review Fairness Act of 2016 (the CRFA). As the House Report explains, the law seeks “to preserve the credibility and value of online consumer reviews by prohibiting non-disparagement clauses restricting negative, yet truthful, reviews of products and services by consumers.” By doing so, the CRFA protects the production of information that helps marketplaces function more effectively. This Essay helps readers understand the CRFA. Part I provides some background about anti-review clauses. Part II describes the new law and how it relates to existing law. Part III considers if the law goes far enough to protect consumer reviews. The Essay then has a short conclusion.
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Mahfudin, Agus, and Mochamad Samsukadi. "Contextualization of Religious Understanding in Preventing Radical Understanding." International Journal of Research Publication and Reviews 4, no. 3 (March 17, 2023): 2074–81. http://dx.doi.org/10.55248/gengpi.2023.4.32784.

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Rosner, Marcel, and Andrew Kang. "Understanding and Regulating Twenty-First Century Payment Systems: The Ripple Case Study." Michigan Law Review, no. 114.4 (2016): 649. http://dx.doi.org/10.36644/mlr.114.4.understanding.

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Ripple is an open-source Internet software that enables users to conduct payments across national boundaries in multiple currencies as seamlessly as sending an email. This decentralized Internet payment protocol could provide a cure to an inefficient cross-border payments system. Although Ripple’s technology can reduce significant risks and costs that exist in the international payments system, regulators should adopt a new regulatory framework that responds to how this technology works. This Note performs two functions to help regulators realize this goal. It first helps regulators and other market participants understand how Ripple operates by explaining what Ripple is and comparing it to current payments systems. Second, it suggests a series of principles that regulators should use to monitor decentralized Internet payment protocols like Ripple. It does this by drawing from and tailoring existing regulatory principles to account for the risks reduced and presented by Ripple.
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Fox, Gary. "Understanding Nautilus's Reasonable-Certainty Standard: Requirements for Linguistic and Physical Definiteness of Patent Claims." Michigan Law Review, no. 116.2 (2017): 329. http://dx.doi.org/10.36644/mlr.116.2.understanding.

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Patent applicants must satisfy a variety of requirements to obtain a patent from the U.S. Patent and Trademark Office (USPTO). The definiteness requirement forces applicants to describe their inventions in unambiguous terms so that other inventors will understand the scope of granted patent rights. Although the statutory provision for the definiteness requirement has been stable for many years, the Supreme Court’s decision in Nautilus v. Biosig Instruments altered the doctrine. The Court abrogated the Federal Circuit’s insoluble-ambiguity standard and replaced it with a new reasonable-certainty standard. Various district courts have applied the new standard in different ways, indicating the need for further clarification. This Note argues that, following the establishment of the reasonable-certainty standard, courts may understand the definiteness requirement under a two-part framework of linguistic and physical definiteness, which are both required for claims to be definite. A claim fails the linguistic-definiteness requirement if it is open to multiple constructions and one construction is not clearly correct. Additionally, a claim fails the physical-definiteness requirement if it uses comparative terms or involves ambiguous spatial relationships not limited to a narrow range.
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Ogborn, Jon. "Understanding students’ understandings: An example from dynamics." European Journal of Science Education 7, no. 2 (April 1985): 141–50. http://dx.doi.org/10.1080/0140528850070205.

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Nickerson, Raymond S. "Understanding Understanding." American Journal of Education 93, no. 2 (February 1985): 201–39. http://dx.doi.org/10.1086/443791.

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Dissertations / Theses on the topic "Understanding"

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Bonnevier, Anna. "Understanding learning and learning for understanding : Exploring medical students' personal understandings of learning tasks and experiences of learning and understanding in medicine." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-114394.

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The central concern of the thesis is to problematise the complexity of the relationship between student learning and the teaching-learning environment in medicine as experienced by students. The thesis argues that learning material presented to students offers only potential for learning. What students make of that potential is influenced by a number of different variables and as such this needs to be investigated empirically. High-quality learning is an important goal for all higher education and previous research together with the empirical findings presented in this thesis convey the importance for students to seek a holistic approach to learning. Such a learning approach encompasses not only learning of facts and theories but also includes exercising an ability to reflect and reason, to organise facts and theories into wholes, and to explore how they relate to each other. Most importantly, it involves the ability to understand the grounds on which facts and theories are chosen for specific purposes depending on context. The thesis explores these issues by drawing on findings from three studies of medical students’ experiences of learning and understanding and how students’ personal understandings of subject content in medicine come to the fore in their work on learning tasks. By applying a context-oriented methodological perspective on learning, focusing on what students actually do in a learning situation, the thesis enables an in-depth investigation of relationships between aspects of content, context and the individual. The results show that the learning environment in the medical programme to a large extent does not make sufficient room for students to express understanding of this dynamic character. In the thesis it is argued that to facilitate such an understanding it is necessary for both students and teachers to increase awareness of the context-dependency of subject content, facts and theories, and the different meanings content takes depending on context of use.
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Whalen, Alexander Crutchfield. "Ampliative understanding." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31044.

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Virtue-theoretic accounts of knowledge start by capturing the value of knowledge as an achievement and work from there to develop a full theory of knowledge. But environmental luck, which is compatible with achievements but typically defeats knowledge, introduces some unique challenges for these accounts to overcome. While far from devastating for the virtue-theoretic project, several authors have viewed these worries as an opportunity to shift their focus towards understanding. In the past, understanding has been mostly ignored by epistemologists who considered it to be a psychological state rather than something worth further inquiry. Over the past decade, this view has changed and understanding is quickly becoming a topic of great interest and lively debate. Among the key questions in this debate is the relationship between knowledge and understanding, the role of epistemic luck, and whether understanding has final value as a cognitive achievement. However, the debate is taking place in the absence of a useful theory of understanding that can provide a principled means of addressing these topics. This project aims to help remedy the situation by identifying a kind of understanding, which I call ampliative understanding, that can provide a framework in which the current debate can take place. In staying true to the virtue-theoretic approach, this account of understanding starts by focusing on its value as a cognitive achievement and working from there. On this view, an agent with ampliative understanding will be able to acquire true beliefs in a way that manifests her cognitive abilities. While there are certainly other kinds of understanding that may be of epistemological import, ampliative understanding is able to accommodate our intuitions about the value of understanding and can capture most of the necessary features for understanding that we find in the literature. My hope is that, with the framework of ampliative understanding in place, we can have a debate that is both rigorous and productive.
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Söyler, Tamer. "Self-understanding and understanding others." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17322.

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Die universalistische Fixierung auf Wahrheit hat lange Zeit das Verständnis des In-Der-Welt-Seins dominiert und vorstrukturiert. Der Aufstieg des globalen Südens jedoch hat die Vorherrschaft allgemeingültiger Deutungsweisen herausgefordert. Diese Veränderung hat die Bedeutung verschiedener Interpretationsweisen des In-der-Welt-Seins deutlich gemacht. Ein einschneidender Wandel zeichnet sich ab. Die Chance für gegenhegemoniale Ansätze steigt. Diese Untersuchung betrachtet die Grenzen des Verstehens und deren Verschiebungen. Sie diskutiert die Schwierigkeiten, die mit einem Wandel des Denkens verbunden sind, das Ausmaß, in dem Denken vorstrukturiert ist, und die Unabweisbarkeit von Momenten des Wandels. In Übereinstimmung damit sieht die Studie einen Zusammenhang zwischen Verstehen und Emanzipation. Zum Schluss wird die Rolle der Universitäten als Hüter und Verbreiter des Denkens hinterfragt, insbesondere für die gegenwärtige Bewegung, sich für ein Verständnis des In-der-Welt-Seins von den Beschränkungen des hegemonialen Denkens zu befreien.
Universalist fixation on truth has long dominated and pre-structured the analyst’s understanding of being in the world. The emergence of the Global South has given rise to a challenge to the hegemony of one-size-fits-all approaches. The ontological shift has revealed the relevance of different ways of understanding being in the world. A threshold of change has become visible. The potentiality for counter-hegemonic approaches is increasing. This study looks at the limits of understanding, and how those limits can be, and are being, overcome. It discusses the difficulties associated with transformation in thinking, the degree to which thought is pre-structured, and the irrefutability of moments of change. It establishes a link between understanding and emancipation. Finally, it questions the role of the universities as guardians and purveyors of thinking in the present emancipatory movement of understanding being in the world beyond the boundaries set by hegemonic thinking.
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Schwartz, Jonathan Louis. "The Enactment of Tasks in a Fifth Grade Classroom." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194685.

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This study looked at one classroom's manifestation of inquiry. Looking at tasks as part of the Full Option Science System (FOSS) shed light on the way in which inquiry took shape in the classroom. To do this, detailed descriptions and analysis of the enactment of inquiry-based tasks were conducted in one fifth-grade elementary school classroom during an 8-week period of instruction. A central finding was that the intended tasks differed from the actual tasks. This incongruence occurred primarily due to the actions of individuals in the classroom. These actions shaped tasks and transformed inquiry-based tasks from highly ambiguous, high-risk tasks to a routine set of steps and procedures. Teacher's actions included establishing a classroom culture, creating a flow to classroom events, and making instructional decisions. These actions resulted in implicit structures in the classroom that determined the pace and sequence of events, as well as how the requirements and value of work were understood by students. Implicit structures reflected shared understandings between the teacher and students about work and the overall system of accountability in the classroom.
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Rudzicz, Frank. "Clavius : understanding language understanding in multimodal interaction." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99536.

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Natural communication between humans is not limited to speech, but often requires simultaneous coordination of multiple streams of information---especially hand gestures---to complement or supplement understanding. This thesis describes a software architecture, called CLAVIUS Whose purpose is to generically interpret multiple modes of input as singular semantic utterances through a modular programming interface that supports various sensing technologies. This interpretation is accomplished through a new multi-threaded parsing algorithm that co-ordinates top-down and bottom-up methods asynchronously on graph-based unification grammars. The interpretation process follows a best-first approach where partial parses are evaluated by a combination of scoring metrics, related to such criteria as information content, grammatical structure and language models. Furthermore, CLAVIUS relaxes two traditional constraints in conventional parsing---namely, it abandons forced relative ordering of right-hand constituents in grammar rules, and it allows parses to be expanded with null constituents.
The effects of this parsing methodology, and of the scoring criteria it employs, are analyzed within the context of experiments and data collection on a small group of users. Both CLAVIUS and its component modules are trained on this data, and results show improvements in performance accuracy, and the overcoming of several difficulties in other multimodal frameworks. General discussion as to the linguistic behaviour of speakers in a multimodal context are also described.
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Macintyre, Donald McMaster. "Exploring understandings of the competence vocabulary : implications for understanding teacher competence." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/2621/.

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The aim of this thesis is to explore the vocabulary of competence, to analyse conceptualisations of competence and to unravel understandings that then have implications for preparation and professional development of teachers in Scotland. Through discussion of the context for assessing teacher competence and a presentation of the accountability movement’s proposals for criteria that purport to measure teacher competence, differing conceptualisations of teaching are examined. At one end of the spectrum there are conceptions of teaching as a dialectical activity while at the opposite end there are conceptions of teaching as a mechanistic activity. It is the contention of this thesis that the conceptualisation of teacher competence reflects directly on the conceptualisation of teaching that dominates current political thinking on the purposes of education. An analysis of the discourse of competence and the vocabulary of competence is then revelatory of the underlying dimensions and conceptualisations of teaching held by the ‘leadership class’ or ‘policy community’. Following a lengthy critique of alternative conceptions of competence where it is realised that there is little real consensus – even among advocates of competence approaches to training and education – about what constitutes a definitive conceptualisation of competence, there is an attempt to regain ground through an understanding of competence that accords with a more traditional understanding of what the ‘notion of competence’ implies. Competence in this regard is considered as a deep understanding that is actually constitutive of action. Understood, this is not just that understanding lies behind action, but that understanding determines the approach to action. Such a notion of competence reflects how a person conceives their world and what then drives them to action.
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Folk, Sandra. "Understanding teaching for understanding in the mathematics classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ45670.pdf.

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Chang, Michelle T. "Collection understanding." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/69.

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Collection understanding shifts the traditional focus of retrieval in large collections from locating specific artifacts to gaining a comprehensive view of the collection. Visualization tools are critical to the process of efficient collection understanding. By presenting simple visual interfaces and intuitive methods of interacting with a collection, users come to understand the essence of the collection by focusing on the artifacts. This thesis discusses a practical approach for enhancing collection understanding in image collections.
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Brzezinska, Magdalena. "Understanding ‘Illness’." Thesis, Uppsala University, Cultural Anthropology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4466.

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This study describes and analyses understanding ‘illness’ among clients and

leaders of the spiritual tradition Candomblé in Rio de Janeiro. The study

focuses on the individuals’ narratives of illness and of healing rituals within

the cult. Particular attention is given to the consultation ritual called jogo de

búzios, which is one of the main practices of finding the reason for the illness

as well as its cure. The emphasis in this study is on the necessity to look at

medical pluralism, the socio-individual context of illness and narrativity as an

intersubjective practice. The conclusion is reached that illness within

Candomblé ideology can be understood as disequilibrium in a person’s

lifeworld.

The individual is approached from within the plurimedical context of

both biomedical and Candomblé healing tradition in Rio. Here it is argued that

the person creates meaning of the illness in relation to different aspects of his

lifeworld. The individual’s lifeworld includes the urban context of Rio de

Janeiro; therefore a brief discussion is developed about how this context

influences the individual meaning production of the illness. The Candomblé

house is described with its social structure and other elements that are

important for understanding how the cult might work for the clients as an

alternative and/or complementary medical treatment.

The study progressively introduces and analyses the lifestories of the

individuals that approach the Candomblé cult in order to seek treatment. It

also is concerned with stories of the Candomblé leaders and their view on the

phenomenology of the Body, the Self and the social milieu of the person.

Finally, the study emphasises the importance of studies that focus on the

individual’s interpretation of the relations between the Self and the Body, and

the individual’s understanding of medical knowledge and practice.

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Hwang, Benjamin E. "Understanding Warlordism." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion.exe/07Mar%5FHwang.pdf.

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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, March 2007.
Thesis Advisor(s): Robert O'Connell. "March 2007." Includes bibliographical references (p. 71-75). Also available in print.
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Books on the topic "Understanding"

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von Foerster, Heinz. Understanding Understanding. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/b97451.

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Understanding understanding. Albany: State University of New York Press, 2003.

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Mason, Richard. Understanding understanding. Albany, NY: State University of New York Press, 2002.

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O'Connor, Peter. Understanding Jung: Understanding yourself. London: Methuen, 1985.

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Understanding Jung, understanding yourself. New York: Paulist Press, 1985.

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Langford-Wood, Naomi. Understanding Hysterectomy (Understanding). John Wiley & Sons, 2004.

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Potter, Vincent G. On Understanding Understanding. Fordham University Press, 2020. http://dx.doi.org/10.1515/9780823296330.

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de Regt, Henk W. Understanding Scientific Understanding. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190652913.001.0001.

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This book is about scientific understanding. It is widely acknowledged that a central aim of science is to achieve understanding of the world around us, and that possessing such understanding is highly important in our present-day society. But what does it mean to achieve this understanding? What precisely is scientific understanding? These are philosophical questions that have not yet received satisfactory answers. While there has been an ongoing debate about the nature of scientific explanation since Carl Hempel advanced his covering law model in 1948, the related notion of understanding has been largely neglected because most philosophers regarded understanding as merely a subjective byproduct of objective explanations. By contrast, this book puts scientific understanding center stage. It is primarily a philosophical study, but also contains detailed historical case studies of scientific practice. In contrast to most existing studies in this area, it takes into account scientists’ views and analyzes their role in scientific debate and development. The aim of the book is to develop and defend a philosophical theory of scientific understanding that can describe and explain the historical variation of criteria for understanding actually employed by scientists. The theory does justice to the insights of such famous physicists as Werner Heisenberg and Richard Feynman, while bringing much-needed conceptual rigor to their intuitions. The scope of the proposed account of understanding is the natural sciences: while the detailed case studies derive from physics, examples from other sciences are presented to illustrate its wider validity.
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Tierney, Robert J., Patricia L. Anders, and Judy Nichols Mitchell, eds. Understanding Readers' Understanding. Routledge, 2013. http://dx.doi.org/10.4324/9780203056837.

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Understanding Pregnancy (Understanding#). Family Doctor Publications, 2006.

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Book chapters on the topic "Understanding"

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Naber, Gregory. "Understanding “Understanding”." In Progress and Visions in Quantum Theory in View of Gravity, 269–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38941-3_12.

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Bartsch, Renate. "Understanding understanding." In Current Issues in Linguistic Theory, 31. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/cilt.138.05bar.

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Angehrn, Emil. "Understanding, Understanding Oneself, Self-Understanding." In Human Understanding as Problem, edited by Jesús Padilla Gálvez and Margit Gaffal, 81–94. Berlin, Boston: De Gruyter, 2018. http://dx.doi.org/10.1515/9783110613384-004.

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von Foerster, H. "On Self-Organizing Systems and Their Environments." In Understanding Understanding, 1–19. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/0-387-21722-3_1.

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von Foerster, Heinz. "Disorder/Order: Discovery or Invention?" In Understanding Understanding, 273–82. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/0-387-21722-3_12.

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von Foerster, Heinz. "Cybernetics of Cybernetics." In Understanding Understanding, 283–86. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/0-387-21722-3_13.

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von Foerster, Heinz. "Ethics and Second-Order Cybernetics." In Understanding Understanding, 287–304. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/0-387-21722-3_14.

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von Foerster, Heinz. "For Niklas Luhmann: “How Recursive is Communication?”." In Understanding Understanding, 305–23. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/0-387-21722-3_15.

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von Foerster, Heinz, and Paul Schroeder. "Introduction to Natural Magic." In Understanding Understanding, 325–38. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/0-387-21722-3_16.

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von Foerster, Heinz. "Publications." In Understanding Understanding, 339–49. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/0-387-21722-3_17.

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Conference papers on the topic "Understanding"

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"Author index." In Understanding (ASRU). IEEE, 2011. http://dx.doi.org/10.1109/asru.2011.6163889.

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"Session list." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373488.

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"Table of contents." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373489.

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"Author index." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373490.

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"Detailed author index." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373491.

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"End breaker." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373492.

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Furui, Sadaoki. "Generalization problem in ASR acoustic model training and adaptation." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373493.

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Jurafsky, Dan. "It's not you, it's me: Automatically extracting social meaning from speed dates." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373494.

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"Aboutcp." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373495.

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"Frequently asked questions." In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373496.

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Reports on the topic "Understanding"

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Andolfatto, David, and Andrew Spewak. Understanding Lowflation. Federal Reserve Bank of St. Louis, 2018. http://dx.doi.org/10.20955/wp.2018.024.

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Shutler, Philip D. Understanding Transformations. Fort Belvoir, VA: Defense Technical Information Center, November 2002. http://dx.doi.org/10.21236/ada596761.

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Galenson, David. Understanding Creativity. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16024.

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Sapienza, Paola, Anna Toldra, and Luigi Zingales. Understanding Trust. Cambridge, MA: National Bureau of Economic Research, September 2007. http://dx.doi.org/10.3386/w13387.

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Stanley, Philip W. Understanding Leadership. Fort Belvoir, VA: Defense Technical Information Center, February 2011. http://dx.doi.org/10.21236/ada543743.

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Walter, Alan. Understanding Risk. Fort Belvoir, VA: Defense Technical Information Center, March 1990. http://dx.doi.org/10.21236/ada220625.

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Schreiber, Stephen Bruce. (Mis)Understanding Radiation. Office of Scientific and Technical Information (OSTI), February 2016. http://dx.doi.org/10.2172/1238114.

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Siple, Bud H. Memorandum of Understanding. Office of Scientific and Technical Information (OSTI), July 2014. http://dx.doi.org/10.2172/1171425.

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Biederman, Irving. Human Image Understanding. Fort Belvoir, VA: Defense Technical Information Center, January 1989. http://dx.doi.org/10.21236/ada204490.

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Johnson, T., and C. Wiese. Understanding Salmon Markets. Alaska Sea Grant, University of Alaska Fairbanks, 1995. http://dx.doi.org/10.4027/usm.1995.

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