Applied Ontology of Geography. Mapping the Interdisciplinary (Un-)Connections

2021 ◽  
pp. 61-78
Author(s):  
Timothy Tambassi
Keyword(s):  
2021 ◽  
Vol 16 (2) ◽  
pp. 111-135
Author(s):  
Emilio M. Sanfilippo

Information entities are used in ontologies to represent engineering technical specifications, health records, pictures or librarian data about, e.g., narrative fictions, among others. The literature in applied ontology lacks a comparison of the state of the art, and foundational questions on the nature of information entities remain open for research. The purpose of the paper is twofold. First, to compare existing ontologies with both each other and theories proposed in philosophy, semiotics, librarianship, and literary studies in order to understand how the ontologies conceive and model information entities. Second, to discuss some open research challenges that can lead to principled approaches for the treatment of information entities, possibly by getting into account the variety of information entity types found in the literature.


1951 ◽  
Vol 1 (5) ◽  
pp. 416 ◽  
Author(s):  
James K. Feibleman
Keyword(s):  

1962 ◽  
pp. 235-242
Author(s):  
James K. Feibleman
Keyword(s):  

2021 ◽  
Vol 92 (2) ◽  
pp. 110-123
Author(s):  
E.K. Aleksandrova ◽  
◽  
D.A. Shakin ◽  

The article designs the system to form informational and legal worldview of cadets of the institutes of the National Guard of the Russian Federation (those who are trained in specialty 40.05.01. "Legal support of national security"). The main principles of the designed system are: protopostulates (they form the basis of the hierarchy of the main provisions of the designed system and represent those principles of philosophy that determine and control the course of research in pedagogical science); metapostulates (represent supportive assumptions for educational science); postulates (set the structure of the subject of study and the rules that must be followed in the process of solving the problem). As one of the main postulates of the system, the authors give the provision on the presence of two levels of information and legal worldview. The informational and legal worldview of the first level is interpreted as a subspecies of the professional worldview, and the informational and legal worldview of the second level is interpreted as a subspecies of the professional worldview. The implementation of the system is carried out on the basis of the application of the cognitive-evolutionary approach. The cognitive-evolutionary approach used in pedagogical research for the first time and it is based on the use of the cognitive-evolutionary theory of Piaget in the educational process of a military university. An example of the practical implementation of the system for the formation of an informational and legal worldview when conducting legal cycle lessons for cadets of higher educational institutions of the Russian National Guard troops is given. A feature of the described pedagogical experiment is the use of a cognitive-evolutionary approach in the educational process of a military university, based on the use of scaffolding technology. The application of scaffolding technology is carried out in an organic unity with the case method. The use of the case method, on the one hand, is a reflection of the currently actively developing plot-game paradigm related to topical problems of general and applied ontology, and on the other hand, it organically combines with the idea of identifying three phases in the process of forming an information and legal worldview - phase of prevailing accommodation, phase of choice of a mixed adaptive strategy and phase of prevailing assimilation.


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