Knowledge Structures

This paper aims to deal with the question of researching knowledge within a learning-by-doing activity with students on an education program. It does this by making use of the semantic field of legitimation code theory to investigate student talk following an observed teaching practice lesson. The aim of the paper is to establish to what extent student talk reflects semantic gravity and semantic density with a view to establishing the extent to which cumulative learning has occurred on the program. It finds that while evidence does exist of emerging forms of cumulative learning, this is limited and characteristic of segmented learning associated with horizontal knowledge structures. It also finds that levels of semantic features varied significantly between participants. It concludes by suggesting that understanding the emergence of cumulative learning may be enhanced by further research focusing more on language in the teaching of content, an emphasis on vertical progression of content through the program, as well as assessment of teaching practice which accounts for epistemic as well as social relations.

In the study described in this paper, the role of technology in organizational learning and performance, and collaborative platforms’ contributions on improving organizational performance are explored. The paper also mentions major types of collaborative tools and platforms used for organizational performance improvement. This study investigates the possible contributions of the usage of technology together with appropriate collaborative strategy to the organizational learning and performance improvement.

Purpose: The events of September 11, 2001 and the succeeding wars in Iraq and Afghanistan changed intelligence requirements from those of the Vietnam era and the cold war. As a result, intelligence training was modified to keep up with matters such as globalization and counterinsurgency operations. This dynamic operational environment thus necessitates constant evaluation of intelligence training practices. This research has two purposes. First, it explores the different types of knowledge involved in military intelligence training. Second, it uses Lundvall‘s Knowledge Taxonomy to assess the types of knowledge acquired through intelligence training at the Military Intelligence Basic Officer Leader‘s Course (MIBOLC). The four evaluated knowledge categories are know-what, know-how, know-who and know-why.

Method: In conjunction with Lundvall‘s knowledge taxonomy, this research uses four working hypotheses to explore the different types of knowledge that intelligence training provides to company-grade Army intelligence officers. While initially based on the taxonomy, the working hypotheses contain intelligence-related topics found in the literature supporting the postulated knowledge categories. Each working hypothesis contains sub-hypotheses that are used to supplement or reinforce their corresponding expectation. A case study methodology is used to assess the types of knowledge acquired at the MIBOLC. The data-collection techniques used in this research are document analysis, structured interviews, and direct observations.

Findings: The results strongly support the existence of know-what and know-how knowledge training at the MIBOLC. Know-who and know-why knowledge training is also present but only in limited to adequate amounts. While the course provides a foundation for conducting intelligence analysis, two areas of instruction need improvement: fostering interpersonal relations and developing higher order thought processes. These findings are in line with Major General Flynn‘s 2010 assessment of intelligence operations in Afghanistan, where population-centric information gathering and adaptive thinking better support counterinsurgency operations (2010, 5,15). Improving the areas of know-who and know-why will support current operations by placing more emphasis on people and on how to think critically and adaptively. These findings apply to intelligence leaders at the United States Intelligence Center and to Brigade Combat Team commanders and intelligence officials. Improving know-who and know-why knowledge at the school-house and tactical levels will provide junior officers the ability to critically analyze the central intelligence aspect of counterinsurgencies, the people. Not improving know-who and know-why knowledge will limit an intelligence officer‘s abilities and therefore perpetuate a reluctance to view counterinsurgency operations in a holistic manner

The structure of knowledge within a discipline has implications for the teaching and learning within the discipline. This research examines how the hierarchical knowledge structure found in accounting impacts on the teaching and learning which takes place in the first-semester introductory financial accounting course. Students used online questionnaires and interviews to explain how they engaged with the discipline and describe the difficulties they experienced during the semester. Bernstein's pedagogic device and Maton's Legitimation Code Theory were used to analyse the structure of knowledge within the discipline and as theoretical lenses through which to view these students' perceptions. This research provides a theoretical explanation for the impact that a hierarchical knowledge structure has on teaching and learning within the discipline; how students need to develop a " trained gaze " and thereby gain mastery over the " procedures of investigation " to be able to produce the " legitimate text " required for success in the course. This research also explains why some students experience a " code clash " and the implications this has for their success in the discipline. Other pedagogical difficulties which were experienced by these students, as a result of the hierarchical knowledge structure within the discipline, are also discussed. In addition to providing a better understanding of the phenomena that drive or hinder student learning, which could contribute towards improving pedagogy and hence student learning, theorising these concepts provides a common language to enable more informed debate on these issues. Introduction This article is based on aspects of a larger piece of research which investigated the structure of knowledge, and how students constructed knowledge, in the first-semester introductory financial accounting course. The research was undertaken to investigate why some students seem to struggle with the discipline and what could be done to assist these students in successfully completing the course. The focus of this article, based on the results which emerged from the research, is the implications of the structure of knowledge in accounting for the teaching and learning in a first semester course.

If computer programs were smarter, they would, like people, recognize sequences of events, form models of their environment, and formulate rules based on experience.  This paper describes the development of a program designed to address the difficult computational problems involved in integrating the inductive and deductive reasoning necessary to perform such tasks.  “Theme One” is a prototype program composed of “Index”, a learning algorithm for sequential data, and “Study”, an algorithm for building logical models.  The project goal is an interactive research tool that assists students and investigators in the exploration of qualitative data using artificial intelligence.

Volkan Aytar & Ayşe Betül Çelik “Toplumsal Cinsiyet: Feminizm ve Kadın Araştırmaları” (Gender: Feminism and Women's Studies), Immanuel Wallerstein & Richard E. Lee (der.) İki Kültürü Aşmak Modern Dünya Sisteminde Fen Bilimleri ile Beşleri Bilimler Ayrılığı, 2007, Istanbul: Metis, s./pp. 186-206 (Turkish translation of Overcoming The “Two Cultures” Science versus the Humanities in the Modern World-System, Paradigm Publishers ,2004)

Issues concerning the identification of knowledge and their structures are discussed in the article in connection with the study of two types of discourse, that is of fictional and the academic one. The author focuses on the difference between two types of discourse on the basis of the notions of text and discourse. Discourse is presented as a dynamic system of speech and cognitive activity of a human being.

—Keyword searching and browsing on learning website is ultimate self-adaptive learning. Our e-learning website “KIT Mathematics Navigation” for mathematics is already optimized for keyword search. We added two functions on our website: displaying inbound links on top of the webpages and the button on top of the webpages to access the graph drawing of knowledge structure of mathematics. The combination of two functions enables learners to make their own learning path not only towards basic mathematical knowledge but also towards advanced mathematical knowledge just by clicking hyperlinks while checking the importance and hierarchy of mathematics knowledge via graph drawing of knowledge structure of mathematics.

What characters believe, how they act based on those beliefs, and how their beliefs are updated is an essential element of many stories. State-space narrative planning algorithms treat their search spaces like a set of temporally possible worlds. We present an extension that models character beliefs as epistemically possible worlds and describe how such a space is generated. We also present the results of an experiment which demonstrates that the model meets the expectations of a human audience.

Many computational models of narrative include representations of possible worlds—events that never actually occur in the story but that are planned or perceived by the story's characters. Psychological tools such as QUEST are often used to validate computational models of narrative, but they only represent events which are explicitly narrated in the story. In this paper, we demonstrate that audiences can and do reason about other possible worlds when experiencing a narrative, and that the QKSs for each possible world can be treated as a single data structure. Participants read a short text story and were asked hypothetical questions that prompted them to consider alternative endings. When asked about events that needed to change as a result of the hypothetical, they produced answers that were consistent with answers generated by QUEST from a different version of the story. When asked about unrelated events, their answers matched those generated by QUEST from the version of the story they read.

The purpose of this paper is to present an argument for what I have termed 'knowledge displacement' in Danish professional education. I will show what I mean by 'knowledge displacement', what has caused it in curriculum design, and finally I will discuss possible implications for the actual selection and preparation of the pedagogical content knowledge. The paper is based on both a previous curriculum research and an ongoing research project about improving curriculum design processes in professional education.

Adult performance of high ability individuals has seldom been researched. Current results suggest that adult excellence occurs at lower rates than high ability individuals identified in their infancy or youth, with few cases of high intellectual abilities among adults that yield excellence products. This paper focuses on the analysis of the relative frequency of biographical traits that are associated with high ability as well as to the opportunities that allow building particular knowledge structures that are non-conventional and support innovation in people who excelled. A retrospective biographical analysis was performed on a sample of 120 individuals that generated renowned excellence products, in different fields, in the XXth century. Variables associated to high abilities were: precocity; learning problems; social problems in school; and academic excellence. And the variables associated with the generation of knowledge structures that support innovation were: academic-professi...

Visualization with a hierarchy of mathematical knowledge structure, assist learners in understanding mathematics. We are developing a method which constructs a hierarchy of mathematical knowledge by using hyperlink analysis in our mathematics e-learning site. Hierarchy is calculated by an adjacency matrix. 

The paper provides a methodology by which organisational knowledge can be extracted and visualised dynamically over time, providing a glimpse into the knowledge evolution processes that occur within organisations. Recursive analysis of email interactions is offered as a case to account for the knowledge structure evolution related to the different programs of INGO. Several methods are used: analysis of the network expansion to see if the process is random or uniform is performed, visualisation of the network configuration change throughout studied time period; and the statistical examination of network formation. The results of presented study indicate that content structure of electronic knowledge networks exhibits hierarchical and centralised tendencies. The social network analysis results suggest that INGO exhibits non-hierarchical and decentralized structure of the individuals contributing to the discussion lists. By providing the means to carry out network evolution analysis of content structure dynamics and social interactions, presented work provides a means for probabilistically modelling patterns of organisational knowledge evolution. The approach allows the exploration of the dynamics of tacit to explicit knowledge, from individual to the group and from informal groups to the whole organisation.  By displaying the large collection of the key phrases that reflected the evolution of the organisational knowledge structure over the time, organisational emails are placed in meaningful context explaining the language of the organisation and context of knowledge structure evolution.

Stadiums hold a variety of areas, where they require concern regarding the planning of seating area, roofing system, orientation, etc. Depending on the type of sports the concern for planning differs, whether the sports is an outdoor or indoor sports. Due to the growing popularity and participation, many provisions for the spectators are provided inside the stadium such as exhibitions, galleries, etc. The paper aims to study and understand the orientation of the playfield for an outdoor stadium and seating area for an outdoor and indoor stadium.

Levi-Strauss, amongst other anthropological theorists, has argued for the incorporation of mathematical formalization into anthropological theorizing. The integration of mathematical formalization with anthropological theory is examined in this article through the structural ...

Analysis of primary data gathered in Oaxaca, Mexico on the Day of the Dead, reveals that it is in reality about kinship, not about the dead. Henry A. Selby sent me this comment: beautiful paper on Todos Santos. It is/was marvellous. Quite the fullest and best exposition of the topic ever read, and, to me, ever written.

In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master's programme to investigate how they perceive, interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope, aims and research questions, and how the researching teachers related to teacher knowledge and academic knowledge, normativity and a critical approach. After a preliminary analysis, the researching teachers were invited to participate in the analysis, giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context, with the aim of exploring and understanding professional issues in relation to research, national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers' contextual knowledge both benefitted and challenged academic knowledge and vice versa, with the ambition to improve practice. Accordingly, the teachers' contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers' research.

Light and dark are used pervasively to represent positive and negative concepts. Recent studies suggest that black and white stimuli are automatically associated with negativity and positivity. However, structural factors in experimental designs, such as the shared opposition in the valence (good vs. bad) and brightness (light vs. dark) dimensions might play an important role in the valence-brightness association. In six experiments, we show that while black ideographs are consistently judged to represent negative words, white ideographs represent positivity only when the negativity of black is co-activated. The positivity of white emerged only when brightness and valence were manipulated within participants (but not between participants), or when the negativity of black was perceptually activated by presenting positive and white stimuli against a black (vs. grey) background. These findings add to an emerging literature on how structural overlap between dimensions creates associations, and highlight the inherently contextualized construction of meaning structures.

Levi-Strauss, amongst other anthropological theorists, has argued for the incorporation of mathematical formalization into anthropological theorizing. The integration of mathematical formalization with anthropological theory is examined in this article through the structural ...

Analysis of primary data gathered in Oaxaca, Mexico on the Day of the Dead, reveals that it is in reality about kinship, not about the dead.

Henry A. Selby sent me this comment: beautiful paper on Todos Santos. It is/was marvellous. Quite the fullest and best exposition of the topic ever read, and, to me, ever written.