Gotowa bibliografia na temat „Implicit and explicit knowledge bases”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Implicit and explicit knowledge bases”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Implicit and explicit knowledge bases"
1
Willingham, Daniel B., i Kelly Goedert-Eschmann. "The Relation Between Implicit and Explicit Learning: Evidence for Parallel Development". Psychological Science 10, nr 6 (listopad 1999): 531–34. http://dx.doi.org/10.1111/1467-9280.00201.
Pełny tekst źródłaStreszczenie:
Much research has focused on the separability of implicit and explicit learning, but less has focused on how they might interact. A recent model suggests that in the motor-skill domain, explicit knowledge can guide movement, and the implicit system learns in parallel, based on these movements. Functional imaging studies do not support that contention, however; they indicate that learning is exclusively implicit or explicit. In the experiment reported here, participants learned a motor sequencing task either implicitly or explicitly. At transfer, most of the stimuli were random, but the sequence occasionally appeared; thus, it was not obvious that explicit knowledge could be applied to the task. Nevertheless, participants with explicit training showed sequence knowledge equivalent to those with implicit training, implying that implicit knowledge had been acquired in parallel with explicit knowledge. This result has implications for the development of automaticity and of motor-skill learning.
2
Dienes, Zoltan, Donald Broadbent i Dianne C. Berry. "Implicit and explicit knowledge bases in artificial grammar learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 17, nr 5 (1991): 875–87. http://dx.doi.org/10.1037/0278-7393.17.5.875.
Pełny tekst źródła
3
Zhang, Yongjie, i Ansheng Deng. "Redundancy Reduction Algorithms in Rule-Based Knowledge Bases". International Journal of Pattern Recognition and Artificial Intelligence 30, nr 09 (listopad 2016): 1660011. http://dx.doi.org/10.1142/s0218001416600119.
Pełny tekst źródłaStreszczenie:
Redundancy rules in knowledge bases will affect the reasoning process of knowledge bases. And they will take up a lot of unnecessary memory space. So the notions of redundancy rules are briefly introduced. Meanwhile they are classified into four types. This paper studies the redundancy rules based on propositional logic and presents the reduction algorithms of four kinds of redundancy rules. They are equivalent redundancy rules, implication redundancy rules and cycle redundancy rules in explicit redundancy rules and condition redundancy rules in implicit redundancy rules. The reduction in this paper optimizes the structure of rule-based knowledge bases. And it also improves the efficiency of time and space of the reasoning on knowledge bases.
4
ROGERS, JOHN, ANDREA RÉVÉSZ i PATRICK REBUSCHAT. "Implicit and explicit knowledge of inflectional morphology". Applied Psycholinguistics 37, nr 4 (21.07.2015): 781–812. http://dx.doi.org/10.1017/s0142716415000247.
Pełny tekst źródłaStreszczenie:
ABSTRACTThis study set out to test the degree to which second language inflectional morphology can be acquired as a result of incidental exposure and whether the resulting knowledge is implicit (unconscious) or explicit (conscious) in nature. Participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. In the testing phase, a grammaticality judgment test was utilized to assess learning. In addition, subjective measures of awareness and retrospective verbal reports were used to measure whether the acquired knowledge was conscious or not. The results of the experiment indicate that participants can rapidly develop knowledge of second language inflectional morphology under incidental learning conditions in the absence of verbalizable rule knowledge.
5
Ďurišová, Libuše. "Vocational Education Based on Knowledge or Experience?" Lifelong Learning 1, nr 1 (2011): 22–32. http://dx.doi.org/10.11118/lifele2011010122.
Pełny tekst źródłaStreszczenie:
The development of vocational education will depend on whether it provides future-oriented competencies. That means desired competencies of the knowledge society. At present the vocational education includes two different views. One is based on implicit knowledge, the other on explicit knowledge. Implicit knowledge is understood as the knowledge based on experience. Explicit knowledge represents systematic and theoretical knowledge. Although implicit and explicit knowledge have been identified for the first time in the fifties of the last century, both of these forms were already established as essential parts of a business education in the Bata company in Zlín in the twenties to forties of the last century. The thesis aims to characterize these two forms of knowledge in relation to vocational education and to answer the following research questions: What competencies will provide graduates with vocational education based only on explicit knowledge? What competencies will provide vocational education based solely on implicit knowledge? Document analysis and field research obtained facts and information about these issues are compared with the concept of vocational education in the Bata’s shoe company in the twenties to forties of the last century. Methods conform to the historical method of working with archive documents and literature.
6
Bornstein, Robert F. "Unconscious motivation and phenomenal knowledge: Toward a comprehensive theory of implicit mental states". Behavioral and Brain Sciences 22, nr 5 (październik 1999): 758. http://dx.doi.org/10.1017/s0140525x99252181.
Pełny tekst źródłaStreszczenie:
A comprehensive theory of implicit and explicit knowledge must explain phenomenal knowledge (e.g., knowledge regarding one's affective and motivational states), as well as propositional (i.e., “fact”-based) knowledge. Findings from several research areas (i.e., the subliminal mere exposure effect, artificial grammar learning, implicit and self-attributed dependency needs) are used to illustrate the importance of both phenomenal and propositional knowledge for a unified theory of implicit and explicit mental states.
7
Lee, Joo Young, Sun Hwa Hahn i Jung Sun Yoon. "A Study on the Knowledge Community for Creating and Sharing Implicit Knowledge". Key Engineering Materials 277-279 (styczeń 2005): 331–36. http://dx.doi.org/10.4028/www.scientific.net/kem.277-279.331.
Pełny tekst źródłaStreszczenie:
The ultimate goal of a knowledge-based society is to encourage the individuals to share and disseminate their knowledge spontaneously, so that the circulation of knowledge is accomplished. The structure of knowledge circulation consists of the following loop: preparation of explicit knowledge from implicit knowledge (externalization), sharing of the explicit knowledge, reproduction of implicit knowledge from shared explicit knowledge (internalization) and externalization of reproduced implicit knowledge. In addition, for the purpose of sharing knowledge, the market place should be established and offer a variety of incentives that induce people to willingly participate in the creation of knowledge. In this paper, we show a successful example of a knowledge community, the Global Network of Korean Scientists and Engineers (KOSEN, www.kosen21.org), focusing on its organization and operation. KOSEN was established in 1999 in order to share knowledge and information resources of Korean scientists and engineers all over the world. Among 4 knowledge management processes--knowledge creation and acquisition, knowledge organization and storage, knowledge distribution and knowledge utilization--KOSEN supports 3 processes (aside from the utilization of knowledge). Moreover, KOSEN seeks knowledge utilization by encouraging the formation of small groups within the community.
8
Dubravac, Vildana. "Explicit and implicit knowledge of English tenses of primary school EFL learners in Bosnia and Herzegovina". Strani jezici 51, nr 1 (2022): 77–104. http://dx.doi.org/10.22210/strjez/51-1/4.
Pełny tekst źródłaStreszczenie:
The linguistic knowledge of foreign language learners appears to be partly implicit and partly explicit. Learners rely on implicit knowledge when involved in spontaneous everyday com- munication, while explicit knowledge enables them to reflect on language structures and reco- gnise or use metalanguage. The present study investigated the explicit and implicit foreign language learners’ knowledge of English tenses in the Bosnian context at the end of the first educational cycle, i.e., primary school, by means of a metalinguistic test, an untimed gram- maticality judgement test and an elicited imitation test. The study aimed at exploring the var- iability in the quantity and quality of EFL learners’ knowledge and the relationship between different types of knowledge based on three factors, namely gender, average grade, and start- ing age. While revealing quite limited knowledge of the target structures, the findings showed no significant difference between explicit and implicit knowledge, while the correlation co- efficients between them were relatively high. Out of the three factors, a three-way ANOVA showed that only average grade proved to have a significant main effect on EFL knowledge. The interaction effect of gender and grade was significant on the participants’ overall EFL knowledge and their explicit knowledge, whereas a significant interaction effect of all three factors was confirmed only on explicit knowledge.
9
Zereshki, Forouzan, i Ghafour Rezaie. "The Impact of Structured Input and Consciousness Raising Tasks on the Acquisition of Implicit and Explicit Knowledge of EFL Learners". International Journal of English Linguistics 8, nr 3 (5.02.2018): 55. http://dx.doi.org/10.5539/ijel.v8n3p55.
Pełny tekst źródłaStreszczenie:
During the past decades, the distinction between implicit and explicit knowledge and how they could be developed through instruction have always been controversial issues for cognitive psychologists and second language acquisition (SLA) researchers. The present study was aimed at investigating the effects of two different input-based tasks (Structured Input and Consciousness Raising) on the acquisition of implicit and explicit knowledge of English active causative structure by EFL learners. Seventy three female English language learners participated in this study. Participants were divided into two experimental groups, one was provided with structured input activities and the other with consciousness raising activities. The participants’ implicit and explicit knowledge of the target structure was assessed through Timed Grammaticality Judgment and Untimed Grammaticality Judgment respectively before and after the treatment. The results of Paired and Independent Samples t-test analyses revealed that both C-R tasks and SI tasks resulted in the acquisition of both implicit and explicit knowledge, with C-R having more significant impact on the explicit knowledge. The findings provided indirect positive support for the interface hypothesis.
10
Koike, Asako, i Toshihisa Takagi. "Knowledge discovery based on an implicit and explicit conceptual network". Journal of the American Society for Information Science and Technology 58, nr 1 (2006): 51–65. http://dx.doi.org/10.1002/asi.20421.
Pełny tekst źródłaRozprawy doktorskie na temat "Implicit and explicit knowledge bases"
1
Dwyer, Susan Jane. "Making "implicit" explicit--toward an account of implicit linguistic knowledge". Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13442.
Pełny tekst źródła
2
Hining, Josiane Basso. "Learning difficulty, L2 proficiency, and implicit and explicit knowledge". reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93704.
Pełny tekst źródłaStreszczenie:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010Made available in DSpace on 2012-10-25T02:22:47Z (GMT). No. of bitstreams: 1 287034.pdf: 7881043 bytes, checksum: a9b12ab844a768b0b6288b5c8850be33 (MD5)
Baseado na afirmação de que a replicação de estudos é um item importante na pauta da Linguística Aplicada, o presente estudo foi baseado no estudo de Ellis (2006) e teve como objetivo (1) examinar algumas estruturas gramaticais considerando a dificuldade de aprendizado dos alunos a partir de um escopo implícito e explícito, e (2) examinar a relação entre o conhecimento implícito e explícito das estruturas gramaticais investigadas neste estudo e a proficiência da L2. Os dados foram coletados na Universidade Federal de Santa Catarina, com 45 alunos estudantes de inglês como língua estrangeira. Todos os participantes fizeram os 4 testes propostos por Ellis (2006) e 31 fizeram um teste de proficiência (PET). A média dos resultados combinados foi calculada para comparar os resultados do conhecimento implícito e explícito em relação as 17 estruturas gramaticais investigadas. A análise estatística empregada demonstrou que a estrutura fácil para conhecimento implícito foi perguntas encaixadas (embedded questions). Para conhecimento explícito as estruturas fáceis foram: complemento verbal, desde/por, orações relativas, perguntas no final da frase (question tags), artigo indefinido, construções bitransitivas (dative alternation), comparativo, e 3ª. pessoa #s. Estruturas difíceis para conhecimento implícito foram: perguntas sim/não, condicionais irreais, desde/por, orações relativas, perguntas no final da frase (question tags), vii possessivo #s, plural #s, artigo indefinido e 3ª. pessoa #s. Além disso, correlações significativas foram encontradas entre os resultados das estruturas gramaticais e o teste de proficiência (PET). A análise de regressão múltipla demonstrou que ambos os tipos de conhecimento prevêem a proficiência da língua de um modo geral.
Based on the claim that the replication of studies is an important item in the agenda of Applied Linguistics, the present study aimed at determining the extent to which the findings of Ellis (2006) can be replicated in a context where participants are foreign language learners. More specifically, the present study aimed at (1) examining some grammatical structures in the light of students# learning difficulty towards an implicit and explicit scope, and (2) examining the relationship between implicit and explicit knowledge of the grammatical structures investigated here and general L2 proficiency. Data was gathered at Universidade Federal de Santa Catarina, from 45 Brazilian students of English as an L2. All participants performed the four tests proposed by Ellis (2006). Thirty-one participants volunteered to take the proficiency test (PET). Combined means scores were computed in order to compare the scores of implicit and explicit knowledge towards the seventeen grammatical structures investigated. The statistical analysis employed indicated that the easy structure for implicit knowledge was embedded questions, for explicit knowledge the easy structures found were: verb complement, since/for, relative clauses, question tags, indefinite article, dative alternation, comparative, and, 3rd person #s. Difficult structures for implicit knowledge were: yes/no questions, unreal conditionals, since/for, relative clauses, question tags, possessive #s, plural #s, indefinite article, and 3rd person #s. Moreover, significant correlations were found between the grammatical structures and the proficiency test (PET). A multiple regression analysis demonstrated that both types of knowledge predict general language proficiency.
3
Ziori, Eleni. "The effect of prior knowledge on implicit and explicit concept learning". Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366075.
Pełny tekst źródła
4
Perez, Lissette. "How output affects explicit and implicit knowledge of Spanish indirect object pronouns". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/246515.
Pełny tekst źródłaStreszczenie:
SpanishPh.D.
Although many studies have suggested positive effects for speaking or output practice on L2 grammar development, the question of how speaking affects L2 grammar remains. This study specifically examines how output affects the explicit and implicit knowledge of Spanish indirect object pronouns (IOPs). It also investigates levels of L2 grammar development for participants with low, mid and high levels of background knowledge of Spanish subject-verb agreement. Eight participants were given explicit grammar instruction on the target structure followed by six paired output-focus activities. These included two information-gap tasks, a matching task, a partner interview, original sentence creation, and a dictogloss task. In each task participants were required to orally produce IOPs whether they were reading a prepared IOP or producing one originally based on a prompt. In order to capture qualitative data on the effectiveness of output, all paired interaction was transcribed and coded for language related episodes (LREs). In this study three types of LREs were identified: self-correction, other-correction and metatalk. Learners were also tested on IOPs immediately before instruction, immediately following and three weeks afterward. Quantitative data consisted of these results of pre, post, and delayed posttests, the number of IOPs produced during all instructional activities, and the percentage of correct IOPs produced compared to those omitted or produced incorrectly. Development of explicit knowledge was assessed by an untimed written picture description task, whereas implicit knowledge was assessed on the tests by a timed grammaticality judgment task. The results of the picture description task showed more consistent gains in development of explicit knowledge. The results of the grammaticality judgment task were more irregular and suggested less consistent gains in development of implicit knowledge. Together, quantitative and qualitative results suggest that explicit instruction followed by output practice was most effective for learners in this study with greater knowledge of subject-verb agreement. A comparison of qualitative results and test scores revealed that learners who showed more focus on the lexicon during instructional tasks and did not produce IOPs as often, and also had lower scores on both tests. Stronger learning outcomes were observed for learners who produced more IOPs, had a higher percentage of correct IOPs and were involved in LREs.
Temple University--Theses
5
Osorio, Ricardo M. Tamayo. "Sources of dissociation in the forgetting trajectories of implicit and explicit knowledge". Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2009. http://dx.doi.org/10.18452/15867.
Pełny tekst źródłaStreszczenie:
Die vorliegende Dissertation untersucht Dissoziationen zwischen Vergessensverläufen für implizites und explizites Wissen. Aus diesem Ansatz können sich wesentliche Einschränkungen ergeben in Bezug auf die Annahme, sowohl impliziten als auch expliziten Prozessen liege ein einziges Gedächtnissystem oder ein einziger Mechanismus zugrunde. Im theoretischen Teil der Arbeit wird implizites Wissen als Information definiert, die ohne Intention gelernt und abgerufen wird, und die generelle Bedeutung einfacher Dissoziationen für Theorien impliziten Wissens erklärt. Ich gebe einen Überblick über die wesentlichen Forschungsprogramme in Hinblick auf Funktionen, Prozesse, Entwicklung, neuronale Korrelate und Vergessensverläufe impliziten Wissens und lege dar, daß der Vergleich der Vergessensverläufe impliziten und expliziten Wissens eine graduelle Perspektive ermöglicht, die die mit an einem einzelnen isolierten Zeitpunkt beobachteten einfachen Dissoziationen verbundenen Probleme überwindet, und auch dazu beitragen kann, die Lücke zwischen der Forschung zum impliziten Lernen und zum impliziten Gedächtnis zu schließen. In einer Reihe von vier Experimenten wurden studentische Versuchsteilnehmer Regelhaftigkeiten in der Umwelt ausgesetzt, die in eine künstliche Grammatikaufgabe (AG) oder Wahlreaktionsaufgabe (SRT) eingebettet waren. Für den Vergleich der Vergessensverläufe wurde das implizite (aus motorischen Reaktionszeiten erschlossene) und explizite (auf Wiedererkennung basierte) Wissen der Versuchspersonen jeweils vor und nach einem Behaltensintervall erfaßt. Die Befunde zeigen, daß sowohl in der AG als auch der SRT explizites Wissen schneller zerfällt als implizites. Darüber hinaus lieferte eine Interferenz-Aufgabe, die anstelle des Behaltensintervalls eingesetzt wurde, das gleiche Dissoziationsmuster. Schließlich wurde anhand einer Reihe von Simulationen geprüft, ob ein komputationales Ein-Speicher-Modell (Shanks, Wilkinson, & Channon, 2003) die experimentellen Befunde erklären kann. Die Simulationen zeigen, daß das Modell nur dann in Übereinstimmung mit den Daten gebracht werden kann, wenn zwischen den verschiedenen Meßzeitpunkten Veränderungen in den Parametern (a) der gemeinsamen Repräsentationsstärke für implizites und explizites Wissen, und (b) der Reliabilität des expliziten Maßes eingeführt werden. Meine Dissertation schlägt also (1) einen konzeptuellen Rahmen für explizites und implizites Wissen vor, erbringt (2) neue empirische Belege für Dissoziationen zwischen den Vergessensverläufen dieser Wissensformen, und identifiziert (3) die spezifischen Randbedingungen für ein Ein-Speicher- bzw. Ein-Prozess-Modell.In this dissertation I investigate dissociations in the forgetting patterns of implicit and explicit knowledge. I claim that this approach may provide significant constraints for the assumption that a single system or mechanism determines both implicit and explicit processes. In the theoretical part, I construe a definition of implicit knowledge as information learned and retrieved without intention. I also explain the general role of single dissociations in theories of implicit knowledge. And I present an overview of the main lines of research concerned with the functions, operation, development, neural substrates, and forgetting patterns of implicit knowledge. In general, I argue that comparing the forgetting patterns of implicit and explicit knowledge may be best regarded from a graded perspective and may usefully bridge the gap between research on implicit learning and implicit memory. In a series of 4 Experiments university students were exposed to environmental regularities embedded in artificial grammar (AG) and serial reaction time (SRT) tasks. To compare the forgetting patterns, participants’ implicit (motor-performance based) and explicit (recognition based) knowledge was assessed before and after a retention interval. Taken together, the results indicate that explicit knowledge decays faster than implicit knowledge in both AG and SRT tasks. Furthermore, an interference task introduced instead of a retention interval produced the same pattern of dissociations. Finally, I conducted a set of simulations to asses the ability of a single-system model (Shanks, Wilkinson, & Channon, 2003) to account for my experimental results. The simulations showed that the model best fits the empirical data by introducing changes in the parameters related to (a) the common knowledge strength (for implicit and implicit knowledge), and (b) the reliability for the explicit test. In sum, my dissertation (1) suggests a conceptual framework for implicit and explicit knowledge, (2) provides new empirical evidence of dissociations in their forgetting patterns, and (3) identifies specific boundary conditions for a single-system model.
6
Taylor, Hazel Ann. "Risk management and tacit knowledge in IT projects: making the implicit explicit". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15907/1/Hazel_Ann_Taylor_Thesis.pdf.
Pełny tekst źródłaStreszczenie:
This research addressed the need for in-depth investigation of what actually happens in the practice of risk management in software package implementation projects. There is strong 'official' sanction in the IT literature for the use of formal risk management processes for IT projects but there is a confused picture of their application in practice. While many potential risk factors for IT projects have been identified, and formal procedures have been prescribed for the management of these risks, there has been little work investigating how project managers assess these risks in practice and what countermeasures they employ against these risks in their projects. In particular, the study used an interpretive critical decision interview approach to focus on those areas of risk management knowledge that project managers have acquired through experience, i.e. tacit knowledge.
A new categorization of risk factors emanating from three sources -- vendor, client, and third party -reveals risk factors not previously identified. Some of these new factors arise from the three sources noted, while others arise from the package implementation focus of the projects and from aspects arising from the location of the projects in Hong Kong. Key factors that cause problems even when anticipated and mitigated, and the most often unanticipated problems are also identified.
The study further presents an examination of the studied managers' risk management practices, and the strategies they use to address both potential and actual problems. This examination revealed close conformance with recommended literature prescriptions at some stages of projects, and significant variation at other stages, with strategies applied being broad and general rather than risk specific. A useful categorization of these strategies into four broad groups relating to different sets of risk factors is presented, reflecting the actual practice of respondents.
Tacit knowledge was revealed throughout these investigations in the variances observed between prescribed and actual practice, and particularly from an examination of project managers' decision-making practices from two different perspectives - rational and naturalistic. A hybrid decision-making model is proposed to capture the actual processes observed, and to provide prescriptive guidance for risk management practice.
The investigation makes a contribution to the field of IT project risk management in three ways. First, the investigation has addressed the need for empirical studies into IT risk management practices and the factors influencing project managers in their choice and application of strategies to manage risk. Second, by examining how experienced IT project managers approach the task of managing risk in software package implementations, the study has extended our understanding of the nature of the knowledge and skills that effective IT project managers develop through experience. Third, the study makes a theoretical contribution to our understanding of IT project risk management by examining the decision-making processes followed by IT project managers from the perspective of two contrasting theories of decision-making - the rational method and the Naturalistic Decision Making theory.
7
Taylor, Hazel Ann. "Risk management and tacit knowledge in IT projects: making the implicit explicit". Queensland University of Technology, 2004. http://eprints.qut.edu.au/15907/.
Pełny tekst źródłaStreszczenie:
This research addressed the need for in-depth investigation of what actually happens in the practice of risk management in software package implementation projects. There is strong 'official' sanction in the IT literature for the use of formal risk management processes for IT projects but there is a confused picture of their application in practice. While many potential risk factors for IT projects have been identified, and formal procedures have been prescribed for the management of these risks, there has been little work investigating how project managers assess these risks in practice and what countermeasures they employ against these risks in their projects. In particular, the study used an interpretive critical decision interview approach to focus on those areas of risk management knowledge that project managers have acquired through experience, i.e. tacit knowledge. A new categorization of risk factors emanating from three sources -- vendor, client, and third party -reveals risk factors not previously identified. Some of these new factors arise from the three sources noted, while others arise from the package implementation focus of the projects and from aspects arising from the location of the projects in Hong Kong. Key factors that cause problems even when anticipated and mitigated, and the most often unanticipated problems are also identified. The study further presents an examination of the studied managers' risk management practices, and the strategies they use to address both potential and actual problems. This examination revealed close conformance with recommended literature prescriptions at some stages of projects, and significant variation at other stages, with strategies applied being broad and general rather than risk specific. A useful categorization of these strategies into four broad groups relating to different sets of risk factors is presented, reflecting the actual practice of respondents. Tacit knowledge was revealed throughout these investigations in the variances observed between prescribed and actual practice, and particularly from an examination of project managers' decision-making practices from two different perspectives - rational and naturalistic. A hybrid decision-making model is proposed to capture the actual processes observed, and to provide prescriptive guidance for risk management practice. The investigation makes a contribution to the field of IT project risk management in three ways. First, the investigation has addressed the need for empirical studies into IT risk management practices and the factors influencing project managers in their choice and application of strategies to manage risk. Second, by examining how experienced IT project managers approach the task of managing risk in software package implementations, the study has extended our understanding of the nature of the knowledge and skills that effective IT project managers develop through experience. Third, the study makes a theoretical contribution to our understanding of IT project risk management by examining the decision-making processes followed by IT project managers from the perspective of two contrasting theories of decision-making - the rational method and the Naturalistic Decision Making theory.
8
Navarro, Lucas Fonseca. "Mining ontologies to extract implicit knowledge". Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8152.
Pełny tekst źródłaStreszczenie:
Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-10-13T14:14:35Z
No. of bitstreams: 1
DissLFN.pdf: 3044084 bytes, checksum: 821534c448710467d6addecc27edfec0 (MD5)Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T13:48:51Z (GMT) No. of bitstreams: 1 DissLFN.pdf: 3044084 bytes, checksum: 821534c448710467d6addecc27edfec0 (MD5)
Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T13:48:57Z (GMT) No. of bitstreams: 1 DissLFN.pdf: 3044084 bytes, checksum: 821534c448710467d6addecc27edfec0 (MD5)
Made available in DSpace on 2016-10-21T13:49:18Z (GMT). No. of bitstreams: 1 DissLFN.pdf: 3044084 bytes, checksum: 821534c448710467d6addecc27edfec0 (MD5) Previous issue date: 2016-04-07
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
With the exponentially growing of data available on the Web, several projects were created to automatically represent this information as knowledge bases(KBs). Knowledge bases used in most projects are represented in an ontology-based fashion, so the data can be better organized and easily accessible. It is common to map these KBs into a graph to apply graph mining algorithms to extract implicit knowledge from the KB, knowledge that sometimes is easy for human beings to infer but not so trivial to a machine. One common graph-based task is link prediction, which can be used not only to predict edges (new facts for the KB) that will appear in a near future, but also to nd misplaced edges (wrong facts present in the KB). In this project, we create algorithms that uses graph-mining (mostly link-prediction based) approaches to nd implicit knowledge from ontological knowledge bases. Despite of common graph-mining algorithms, we mine not just the facts on the KB, but also the ontology information (such as categories of instances and relations among them). The implicit knowledge that our algorithms will nd, is not just new facts for the KB, but also new relations and categories, extending the ontology as well.
Com o crescimento exponencial dos dados disponíveis na Web, diversos projetos foram criados para automaticamente representar esta informação como bases de conhecimento( KBs). As bases de conhecimento utilizadas na maioria destes projetos são representadas através de uma ontologia, então os dados são melhor organizados e facilmente acessíveis. E comum mapear estes KBs utilizando grafos para aplicação de algoritmos de mineração em grafos com o intuito de extrair conhecimento implícito do KB, conhecimento que as pode ser facil para seres humanos inferir mas não são tão triviais para uma maquina. Uma tarefa comum e a predição de arestas, que pode ser usada para encontrar arestas (fatos no KB) que vão aparecer em um futuro próximo, e além disso para encontrar arestas mal alocadas (fatos incorretos no KB). Neste projeto, criamos algoritmos que utilizam mineração em grafos (na maioria baseados em predição de arestas) para encontrar conhecimento implícito em bancos de conhecimento ontológicos. Apesar do uso comum de algoritmos de predição de arestas, vamos minerar também informações da ontologia (como categorias das instancias e relações entre elas). O conhecimento implícito que nossos algoritmos vai encontrar, serão não somente novos fatos para o KB, mas também novas relações e categorias, estendendo também a ontologia.
9
Correa, Maite. "Metalinguistic Knowledge and the Acquisition of the Spanish Subjunctive by Learners at Three Proficiency Levels". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195552.
Pełny tekst źródłaStreszczenie:
One of the most controversial topics in Applied Linguistics is the role of learners' metalinguistic knowledge (MK) in second language (L2) learning and teaching. There seems to be no agreement between those who propose that MK is essential for L2 learning and those who believe that it can even be detrimental for L2 acquisition.Additionally, the subjunctive has been reported to be one of the most difficult structures to master for L2 learners of Spanish. It has been suggested that the subjunctive is acquired fairly late in an acquisition hierarchy of Spanish grammar and that, as a consequence, learners must reach a stage where they can produce syntactically sophisticated utterances in order to be "ready" for acquisition.Taking an Information Processing (IP) approach to language learning as a framework, this dissertation investigates the relationship between MK and grammatical accuracy by learners of Spanish at beginning, intermediate, and advanced levels of proficiency. Their MK is assessed through a set of terminology and grammaticality judgment tasks. Their mastery of the Spanish subjunctive is evaluated through a set of receptive and productive tests involving different subordinate clauses.The three groups of participants are compared with respect to their MK and their mastery of the subjunctive, and it is examined whether MK correlates with mastery of the subjunctive. Findings include: 1) an improvement on both subjunctive accuracy and terminology knowledge across levels; 2) a positive correlation between English MK and Spanish MK; 3) a positive correlation between MK and accuracy in the use of the subjunctive; and 4) agreement between the learners' acquisition hierarchy within the subjunctive and teaching order of subjunctive substructures.The findings show that MK has a positive impact on the mastery of this "difficult" structure. They are also consistent with other experimental studies that suggest that explicit instruction has a positive impact on L2 learning. The late and uneven acquisition of the subjunctive demonstrated by the subjects in this study also suports the hypothesis that there are "many subjunctives" to learn and that learners will not acquire this structure until they are developmentally ready (third year of instruction).
10
Zihlman, Kirk A. "Is physical practice necessary for parallel development of implicit and explicit sequence knowledge? Evidence from observational learning". Texas A&M University, 2005. http://hdl.handle.net/1969.1/3761.
Pełny tekst źródłaStreszczenie:
The present experiment evaluated Willingham & Goedert-EschmannÂs proposal
(1999) that physical practice is required to support the parallel activation of explicit and
implicit systems during practice of an SRT task. Individuals either physically executed
or observed an individual producing a repeating 12-element sequence. Models and
observers were provided with explicit information regarding the sequence or were
uninformed. Congruent with previous findings, providing explicit instructions resulted
in a significant decrease in response times to sequenced stimuli during acquisition.
Individuals who physically performed the sequences during practice exhibited
performance during direct and indirect tests consistent with parallel activation of both
the explicit and implicit systems. Unexpectedly, performance on the indirect test for the
observers that revealed explicit learning was similar to that reported for the model,
indicating parallel activation also occurred during observation. This finding addresses
some of the predictions made by WillinghamÂs COBALT (1998). Furthermore, a subset
of observers revealed no explicit knowledge of the 12-element sequence but performed
well on the indirect test. Learning via the implicit system during observation is
congruent with recent behavioral data of Bird and colleagues (2005).
Książki na temat "Implicit and explicit knowledge bases"
1
Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011.
Znajdź pełny tekst źródła
2
Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20323-7.
Pełny tekst źródła
3
Dina, Tirosh, red. Implicit and explicit knowledge: An educational approach. Norwood, N.J: Ablex Pub. Corp., 1994.
Znajdź pełny tekst źródła
4
Rebuschat, Patrick. Implicit and explicit learning of languages. Amsterdam: John Benjamins Publishing Company, 2015.
Znajdź pełny tekst źródła
5
Implicit and explicit knowledge in second language learning, testing and teaching. Buffalo: Multilingual Matters, 2009.
Znajdź pełny tekst źródła
6
Sun, Ron. Exploring the interaction of implicit and explicit processes to facilitate individual skill learning. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.
Znajdź pełny tekst źródła
7
Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Springer, 2011.
Znajdź pełny tekst źródła
8
Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Springer Berlin / Heidelberg, 2013.
Znajdź pełny tekst źródła
9
Tirosh, Dina. Implicit & Explicit Knowledge: An Educational Approach (Human Development). Ablex Publishing, 1994.
Znajdź pełny tekst źródła
10
Rebuschat, Patrick. Implicit and Explicit Learning of Languages. Benjamins Publishing Company, John, 2015.
Znajdź pełny tekst źródłaCzęści książek na temat "Implicit and explicit knowledge bases"
1
Dimitrov, Boyan N., i Peter G. Petrov. "Controlled Processes with Explicit or Implicit Breakdowns and Repeat Actions". W System Fault Diagnostics, Reliability and Related Knowledge-Based Approaches, 415–28. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3929-5_23.
Pełny tekst źródła
2
Schewe, Klaus-Dieter, i Qing Wang. "Towards an Integration of Probabilistic and Knowledge-Based Data Analysis Using Probabilistic Knowledge Patterns". W Implicit and Explicit Semantics Integration in Proof-Based Developments of Discrete Systems, 131–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5054-6_7.
Pełny tekst źródła
3
Erlam, Rosemary, Shawn Loewen i Jenefer Philp. "10. The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge". W Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching, 241–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691767-012.
Pełny tekst źródła
4
He, Cheng, Chao Peng, Na Li, Xiang Chen, Zhengfeng Yang i Zhenhao Hu. "CIFEF: Combining Implicit and Explicit Features for Friendship Inference in Location-Based Social Networks". W Knowledge Science, Engineering and Management, 168–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55393-7_16.
Pełny tekst źródła
5
Wannous, Rouaa, Cécile Vincent, Jamal Malki i Alain Bouju. "An Ontology-Based Approach for Handling Explicit and Implicit Knowledge over Trajectories". W Communications in Computer and Information Science, 403–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23201-0_41.
Pełny tekst źródła
6
Pantförder, Dorothea, Julia Schaupp i Birgit Vogel-Heuser. "Making Implicit Knowledge Explicit – Acquisition of Plant Staff’s Mental Models as a Basis for Developing a Decision Support System". W Communications in Computer and Information Science, 358–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58750-9_50.
Pełny tekst źródła
7
Ellis, Nick C. "Implicit and Explicit Knowledge About Language". W Language Awareness and Multilingualism, 113–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_7.
Pełny tekst źródła
8
Ellis, Nick C. "Implicit and Explicit Knowledge About Language". W Language Awareness and Multilingualism, 1–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_7-1.
Pełny tekst źródła
9
Ellis, Nick C. "Implicit and Explicit Knowledge About Language". W Language Awareness and Multilingualism, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02325-0_7-2.
Pełny tekst źródła
10
Godfroid, Aline. "Implicit and Explicit Learning and Knowledge". W Research Questions in Language Education and Applied Linguistics, 823–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_142.
Pełny tekst źródłaStreszczenia konferencji na temat "Implicit and explicit knowledge bases"
1
Li, Jia, Yuyuan Zhao, Zhi Jin, Ge Li, Tao Shen, Zhengwei Tao i Chongyang Tao. "SK2: Integrating Implicit Sentiment Knowledge and Explicit Syntax Knowledge for Aspect-Based Sentiment Analysis". W CIKM '22: The 31st ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3511808.3557452.
Pełny tekst źródła
2
Ribeiro, Jandson S., i Matthias Thimm. "Consolidation via Tacit Culpability Measures: Between Explicit and Implicit Degrees of Culpability". W 18th International Conference on Principles of Knowledge Representation and Reasoning {KR-2021}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/kr.2021/50.
Pełny tekst źródłaStreszczenie:
Restoring consistency of a knowledge base, known as consolidation, should preserve as much information as possible of the original knowledge base. On the one hand, the field of belief change captures this principle of minimal change via rationality postulates. On the other hand, within the field of inconsistency measurement, culpability measures have been developed to assess how much a formula participates in making a knowledge base inconsistent. We look at culpability measures as a tool to disclose epistemic preference relations and build rational consolidation functions. We introduce tacit culpability measures that consider semantic counterparts between conflicting formulae, and we define a special class of these culpability measures based on a fixed-point characterisation: the stable tacit culpability measures. We show that the stable tacit culpability measures yield rational consolidation functions and that these are also the only culpability measures that yield rational consolidation functions.
3
Lorini, Emiliano, Elise Perrotin i François Schwarzentruber. "Epistemic Actions: Comparing Multi-agent Belief Bases with Action Models". W 19th International Conference on Principles of Knowledge Representation and Reasoning {KR-2022}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/kr.2022/24.
Pełny tekst źródłaStreszczenie:
We compare the syntactic multi-agent belief base approach, and the dynamic epistemic logic possible world semantic approach. In the belief base approach, the language provides an implicit and an explicit belief operators, plus a dynamic modality for actions consisting in adding formulae to bases. For the semantic approach, we rely on action models of Dynamic Epistemic Logic (DEL). We first show how to translate a formula of the belief base approach into DEL: in particular, we provide a specific action model scheme corresponding to the addition of a formula in a belief base. Conversely, we identify a fragment of DEL that can be translated in the multi- agent belief base language.
4
Mocanu, Ionela G. "On the Learnability of Knowledge in Multi-Agent Logics". W Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/685.
Pełny tekst źródłaStreszczenie:
Since knowledge engineering is an inherently challenging and somewhat unbounded task, machine learning has been widely proposed as an alternative. In real world scenarios, we often need to explicitly model multiple agents, where intelligent agents act towards achieving goals either by coordinating with the other agents or by overseeing the opponents moves, if in a competitive context. We consider the knowledge acquisition problem where agents have knowledge about the world and other agents and then acquire new knowledge (both about the world as well as other agents) in service of answering queries. We propose a model of implicit learning, or more generally, learning to reason, which bypasses the intractable step of producing an explicit representation of the learned knowledge. We show that polynomial-time learnability results can be obtained when limited to knowledge bases and observations consisting of conjunctions of modal literals.
5
Yu, Hongyuan, Ting Li, Weichen Yu, Jianguo Li, Yan Huang, Liang Wang i Alex Liu. "Regularized Graph Structure Learning with Semantic Knowledge for Multi-variates Time-Series Forecasting". W Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/328.
Pełny tekst źródłaStreszczenie:
Multivariate time-series forecasting is a critical task for many applications, and graph time-series network is widely studied due to its capability to capture the spatial-temporal correlation simultaneously. However, most existing works focus more on learning with the explicit prior graph structure, while ignoring potential information from the implicit graph structure, yielding incomplete structure modeling. Some recent works attempts to learn the intrinsic or implicit graph structure directly, while lacking a way to combine explicit prior structure with implicit structure together. In this paper, we propose Regularized Graph Structure Learning (RGSL) model to incorporate both explicit prior structure and implicit structure together, and learn the forecasting deep networks along with the graph structure. RGSL consists of two innovative modules. First, we derive an implicit dense similarity matrix through node embedding, and learn the sparse graph structure using the Regularized Graph Generation (RGG) based on the Gumbel Softmax trick. Second, we propose a Laplacian Matrix Mixed-up Module (LM3) to fuse the explicit graph and implicit graph together. We conduct experiments on three real-word datasets. Results show that the proposed RGSL model outperforms existing graph forecasting algorithms with a notable margin, while learning meaningful graph structure simultaneously. Our code and models are made publicly available at https://github.com/alipay/RGSL.git.
6
"A Study of Neural and Fuzzy Parameters for Explicit and Implicit Knowledge-based Systems". W 1st International Workshop on Artificial Neural Networks: data preparation techniques and application development. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0001149700490059.
Pełny tekst źródła
7
Wang, Jin, Zhongyuan Wang, Dawei Zhang i Jun Yan. "Combining Knowledge with Deep Convolutional Neural Networks for Short Text Classification". W Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/406.
Pełny tekst źródłaStreszczenie:
Text classification is a fundamental task in NLP applications. Most existing work relied on either explicit or implicit text representation to address this problem. While these techniques work well for sentences, they can not easily be applied to short text because of its shortness and sparsity. In this paper, we propose a framework based on convolutional neural networks that combines explicit and implicit representations of short text for classification. We first conceptualize a short text as a set of relevant concepts using a large taxonomy knowledge base. We then obtain the embedding of short text by coalescing the words and relevant concepts on top of pre-trained word vectors. We further incorporate character level features into our model to capture fine-grained subword information. Experimental results on five commonly used datasets show that our proposed method significantly outperforms state-of-the-art methods.
8
Kristensen, Kjetil, i Hans Petter Hildre. "Developing New Methods of Improving Design Productivity by Focusing on Transitions Between Working Situations". W ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/de-23281.
Pełny tekst źródłaStreszczenie:
Abstract This paper gives an overview of the mechanisms behind transitions between working situations, and how effective transition mechanisms influence designer productivity. Effective transitions between working situations are based on knowledge conversion between tacit (implicit) and explicit (formalized) knowledge. Closing ongoing tasks represents micro-externalization or a conversion from tacit to explicit knowledge, and opening (new) tasks represents the reversed sequence, internalization, from explicit to tacit knowledge. These transitions assist the designer in shifting between different tasks, where knowledge that has been formalized makes the designer capable of starting the new task quicker than he or she would have been able to without the prior externalization process. Transitions between working situations can be divided into controlled transitions and forced transitions, where forced transitions are initiated by some external need, disturbance or interruption. It becomes increasingly important to pay attention to what mechanisms these different transitions represent, and how to manage them.
9
Shui, Changjian, Mahdieh Abbasi, Louis-Émile Robitaille, Boyu Wang i Christian Gagné. "A Principled Approach for Learning Task Similarity in Multitask Learning". W Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/478.
Pełny tekst źródłaStreszczenie:
Multitask learning aims at solving a set of related tasks simultaneously, by exploiting the shared knowledge for improving the performance on individual tasks. Hence, an important aspect of multitask learning is to understand the similarities within a set of tasks. Previous works have incorporated this similarity information explicitly (e.g., weighted loss for each task) or implicitly (e.g., adversarial loss for feature adaptation), for achieving good empirical performances. However, the theoretical motivations for adding task similarity knowledge are often missing or incomplete. In this paper, we give a different perspective from a theoretical point of view to understand this practice. We first provide an upper bound on the generalization error of multitask learning, showing the benefit of explicit and implicit task similarity knowledge. We systematically derive the bounds based on two distinct task similarity metrics: H divergence and Wasserstein distance. From these theoretical results, we revisit the Adversarial Multi-task Neural Network, proposing a new training algorithm to learn the task relation coefficients and neural network parameters iteratively. We assess our new algorithm empirically on several benchmarks, showing not only that we find interesting and robust task relations, but that the proposed approach outperforms the baselines, reaffirming the benefits of theoretical insight in algorithm design.
10
Braga, Julião, Francisco Regateiro, Joaquim L. R. Dias i Itana Stiubiener. "A machine learning domain ontology to populate knowledge base to support intelligent agents working in autonomous systems domains of the Internet infrastructure". W Workshop Pré-IETF. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wpietf.2021.15778.
Pełny tekst źródłaStreszczenie:
This paper describes the creation of a domain ontology to represent knowledge to populate a knowledge base to be used by agents, in the environment of Internet Infrastructure routing domains. Protégé 5 was used, which produces results suitable for both software-developed agents and humans. The knowledge created with Protégé is explicit and Protégé has itself inference machines capable of producing implicit knowledge. The resources available in Protégé 5 are presented and the ontology is made available for public use.The content produced with Protégé 5 will be used to populate the knowledge base of the Structure for Knowledge Acquisition, Use, Learning and Collaboration (SKAU), an environment to support intelligent agents over Internet Autonomous Systems domains.
Raporty organizacyjne na temat "Implicit and explicit knowledge bases"
1
Bilovska, Natalia. TACTICS OF APPROACHING THE AUTHOR CLOSER TO THE READER: INTERACTIVE COOPERATION. Ivan Franko National University of Lviv, luty 2022. http://dx.doi.org/10.30970/vjo.2022.51.11408.
Pełny tekst źródłaStreszczenie:
The article clarifies the features of interactive relationships, which are modeled by the addresser of modern media text for maximum impact on the addressee. The author controls the perception of the text, focusing on linguistic competence and an objective picture of the reader’s world. A pragmatic approach to journalistic text makes it possible to identify explicit and implicit forms of dialogue: modeling feedback and interactive settings that can turn a hypothetical reader into a real one, adapting to the addressee’s language thesaurus. Discursive openness to the exchange of views with the addressee leads to the fact that the entire media text becomes a guarantee of commonality of addresser-addressee interpretations. The difference between the addresser and the addressee is minimized, their connection is strengthened through the combination of linguistic consciousness, which, in turn, forms a special structure and semantics of the journalistic text, in which the emphasis is not on I but on the Other. The addressee in some implicit or explicit form is always in all segments of the media text, and the author establishes a trusting relationship with the reader through the phatic linguistic means that the addressee relates to himself. Approaching the addressee is a sign of modern journalistic texts, which show a tendency to dialogue and democratization of forms of mass communication, and their characteristic feature is the actualization in the center of attention of the addressee, latent (mediated by written text) dialogue with which is modeled as real. The addressee in the process of establishing contact with the author of the media text also becomes the part of broad cognitive space. This opportunity is realized if the journalist has different types of competence – communicative and procedural, that is, is able to compare their own thesaurus, their own knowledge with the thesaurus and the picture of the world of his reader. Modern journalism is characterized by the search for contact with the addressee and new effective models of influence and intimacy of relationships that contribute to the creation of a single cognitive space for both, which, in turn, will allow the recipient to move from knowledge to understanding.
2
de Kemp, E. A., H. A. J. Russell, B. Brodaric, D. B. Snyder, M. J. Hillier, M. St-Onge, C. Harrison i in. Initiating transformative geoscience practice at the Geological Survey of Canada: Canada in 3D. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/331097.
Pełny tekst źródłaStreszczenie:
Application of 3D technologies to the wide range of Geosciences knowledge domains is well underway. These have been operationalized in workflows of the hydrocarbon sector for a half-century, and now in mining for over two decades. In Geosciences, algorithms, structured workflows and data integration strategies can support compelling Earth models, however challenges remain to meet the standards of geological plausibility required for most geoscientific studies. There is also missing links in the institutional information infrastructure supporting operational multi-scale 3D data and model development. Canada in 3D (C3D) is a vision and road map for transforming the Geological Survey of Canada's (GSC) work practice by leveraging emerging 3D technologies. Primarily the transformation from 2D geological mapping, to a well-structured 3D modelling practice that is both data-driven and knowledge-driven. It is tempting to imagine that advanced 3D computational methods, coupled with Artificial Intelligence and Big Data tools will automate the bulk of this process. To effectively apply these methods there is a need, however, for data to be in a well-organized, classified, georeferenced (3D) format embedded with key information, such as spatial-temporal relations, and earth process knowledge. Another key challenge for C3D is the relative infancy of 3D geoscience technologies for geological inference and 3D modelling using sparse and heterogeneous regional geoscience information, while preserving the insights and expertise of geoscientists maintaining scientific integrity of digital products. In most geological surveys, there remains considerable educational and operational challenges to achieve this balance of digital automation and expert knowledge. Emerging from the last two decades of research are more efficient workflows, transitioning from cumbersome, explicit (manual) to reproducible implicit semi-automated methods. They are characterized by integrated and iterative, forward and reverse geophysical modelling, coupled with stratigraphic and structural approaches. The full impact of research and development with these 3D tools, geophysical-geological integration and simulation approaches is perhaps unpredictable, but the expectation is that they will produce predictive, instructive models of Canada's geology that will be used to educate, prioritize and influence sustainable policy for stewarding our natural resources. On the horizon are 3D geological modelling methods spanning the gulf between local and frontier or green-fields, as well as deep crustal characterization. These are key components of mineral systems understanding, integrated and coupled hydrological modelling and energy transition applications, e.g. carbon sequestration, in-situ hydrogen mining, and geothermal exploration. Presented are some case study examples at a range of scales from our efforts in C3D.
3
Guppy, Lisa, Paula Uyttendaele, Karen Villholth i Vladimir Smakhtin. Groundwater and Sustainable Development Goals: Analysis of Interlinkages. United Nations University Institute for Water, Environment and Health, grudzień 2018. http://dx.doi.org/10.53328/jrlh1810.
Pełny tekst źródłaStreszczenie:
Groundwater represents 97% of the world’s available freshwater resources and is extensively abstracted throughout the world. While abundant in a global context, it can only de developed to a certain extent without causing environmental impacts. Also, it is highly variable across the globe, and where it is heavily relied on, it is less renewable. Hence, it is critically important that this resource is managed sustainably. However, the Sustainable Development Goals (SDGs) of the 2030 Development Agenda do not, as a rule, account explicitly for the significant role that groundwater plays and will continue to play in sustainable development. This report aims to unpack and highlight this role through consistent analysis of the interlinkages between groundwater and the targets of the SDGs. The key features of groundwater relevant to the SDGs are its use, management and sustainability. The methodology used to analyse groundwater interlinkages with SDG targets includes, first, identification of ‘evidence-based’ and ‘logical’ interlinkages. The first type of interlinkages is supported by existing data, while the second is by information and logic that needs to be drawn from existing bodies of relevant research. While only a few interlinkages may be seen at present as “evidence-based”, more data are continuously emerging to make more interlinkages supported by hard-core evidence. Subsequently, the interlinkages are classified into either ‘reinforcing’, ‘conflicting’ or ‘mixed’ – depending on whether achievement of a target will have predominantly positive, negative, or mixed impact on groundwater. The interlinkages are also classified into ‘primary’ and ‘secondary’, depending on how strong and direct the impacts on groundwater from achieving the targets may be. The report presents a summary of key interlinkages, and subsequently provides the narrative of all ‘primary’ ones. The analysis suggests that more than half of interlinkages are ‘reinforcing’, while only a few are ‘conflicting’. From a policy perspective i) conflicting interlinkages are the most critical and difficult ones to manage, and ii) it is important to draw synergies between SDG initiatives and groundwater to allow reinforcing interlinkages to materialise. Nearly a third of all identified interlinkages were classified as ‘mixed’. This means that when target activities are planned, careful consideration must be given to possible impacts on groundwater to avoid unintended negative outcomes that may not be evident at first. Primary interlinkages that constitute 43% of all may be the easiest to understand and the most important to plan for. However, there are even more secondary interlinkages. This means that groundwater experts need to be able to share knowledge to a range of actors involved in addressing the targets with secondary interlinkages to groundwater, and vice versa. It is also shown that i) the importance of groundwater to sustainable development is poorly recognised and captured at the SDG target level; ii) there is a lack of globally useful, up-to-date and SDG-relevant groundwater data available, which makes it difficult to make globally, and even locally, relevant recommendations for groundwater use, management and sustainability in the SDG era, and iii) there are often poor links between targets and their indicators. This may signal that all groundwater-related and groundwater-relevant aspirations may not be translated into real, let alone, measurable action. This report is not a comprehensive analysis and involves an element of subjectivity, associated primarily with the data and information paucity on one hand, and with the imperfection of the SDG target and indicator system itself – on another. However, even with these limitations, the report shows how significant groundwater is in sustainable development, even if the current SDG framework is implicit about this. Furthermore, it suggests a structured way to improve the visibility of groundwater in the SDG framework as it continues to develop.
4
A comparative analysis of anti-trafficking intervention approaches in Nepal. Population Council, 2000. http://dx.doi.org/10.31899/pgy2000.1000.
Pełny tekst źródłaStreszczenie:
This report on current intervention models is part of a larger research study entitled “Intervention Needs for the Prevention of Trafficking and the Care and Support of Trafficked Persons in the Context of an Emerging HIV/AIDS Epidemic in Nepal.” The United States Agency for International Development supported this comprehensive study under the Population Council’s Horizons Program. The Population Council subcontracted the Asia Foundation in Kathmandu to conduct the research. This report documents and analyzes current intervention models for the prevention of trafficking and the care and support of trafficked persons in Nepal. Between August and September 2000, two researchers interviewed four key informants, one donor agency, and two international and eight local NGOs based in Kathmandu. All of these individuals and organizations support or implement anti-trafficking programs or have extensive knowledge of trafficking-related issues in Nepal. This research aims to understand current perceptions of trafficking and identify the assumptions that explicitly or implicitly inform intervention approaches. A comparative analysis of different intervention approaches was made using a human rights framework.