Divine Inheritance vs. Experience in the World: Where Does the Knowledge Base Come From?

1993 ◽  
pp. 524-531
Author(s):  
Edward M. Riseman ◽  
Allen R. Hanson
Keyword(s):  
Knowledge Base ◽  
The World

Impact of Day Care on the Child

PEDIATRICS ◽  
1993 ◽  
Vol 91 (1) ◽  
pp. 225-228
Author(s):  
Bettye M. Caldwell
Keyword(s):  
Child Care ◽  
Knowledge Base ◽  
Day Care ◽  
Conceptual Structure ◽  
Child Characteristics ◽  
Care Research ◽  
The Family ◽  
The World ◽  
The Status ◽  
Care Family

In the world of day-care research, the status of our knowledge is sufficiently shaky that we must continue to keep an open mind about the service. The knowledge base is growing rapidly, but the conceptual structure that supports it is flimsy and insubstantial. Fortunately, current research efforts are improving this situation. Regardless of whether we like or dislike day care, it is, like the family, here to stay. That realization alone should strengthen our resolve not to compromise on the type of service we create. We have to continue to identify parameters of quality and become good matchmakers in terms of child care, family, and child characteristics. Through such efforts, a network of educare programs that will foster favorable development in children can become a national and global reality.

scholarly journals Use of Linked Data principles for semantic management of scanned documents

2016 ◽  
Vol 28 (2) ◽  
pp. 241-251 ◽  
Author(s):  
Luciane Lena Pessanha Monteiro ◽  
Mark Douglas de Azevedo Jacyntho
Keyword(s):  
Decision Making ◽  
Knowledge Base ◽  
Web Application ◽  
Linked Data ◽  
World Wide ◽  
Decision Making Process ◽  
Whole Process ◽  
The World ◽  
Scanned Documents ◽  
The Web

The study addresses the use of the Semantic Web and Linked Data principles proposed by the World Wide Web Consortium for the development of Web application for semantic management of scanned documents. The main goal is to record scanned documents describing them in a way the machine is able to understand and process them, filtering content and assisting us in searching for such documents when a decision-making process is in course. To this end, machine-understandable metadata, created through the use of reference Linked Data ontologies, are associated to documents, creating a knowledge base. To further enrich the process, (semi)automatic mashup of these metadata with data from the new Web of Linked Data is carried out, considerably increasing the scope of the knowledge base and enabling to extract new data related to the content of stored documents from the Web and combine them, without the user making any effort or perceiving the complexity of the whole process.

How Faculty Members Develop Views on Internationalization: The Case of a Top-Ranked Indian Business School

2018 ◽  
Vol 13 (3) ◽  
pp. 397-417
Author(s):  
Naveen C. Amblee ◽  
Deepak Dhayanithy
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Business School ◽  
Management Education ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Global Learning ◽  
Home Base ◽  
The World ◽  
Key Drivers

Internationalization of higher education is considered to be among the most widely researched as well as one of the most misunderstood topics. In this study, we take a phenomenological approach to better understand what internationalization means to faculty members at a leading business school in India, as the country has emerged as one of the largest providers of management education in the world today. This is important because faculty members are considered to be the key drivers of internationalization at their institutions. We find that internationalization means different things to different faculty members, and that these views are strongly shaped by each faculty member’s unique set of past international experiences. We are able to link these views to De Meyer’s three strategic drivers of globalization/internationalization, and find that for Indian management faculty, the desire to enrich the home base emerges as the dominant driver of internationalization, followed by the desire for global learning. Although not a prominent driver, the desire to leverage India’s unique knowledge base was also evident. We expect that these views will drive the future internationalization endeavors of this and other similar leading Indian business schools.

scholarly journals “CARPET WEAVING TRADITION OF INDIA”

2019 ◽  
Vol 7 (11) ◽  
pp. 40-47
Author(s):  
Pranshi Jain
Keyword(s):  
Cultural Identity ◽  
Knowledge Base ◽  
Traditional Knowledge ◽  
The Other ◽  
Cultural Tradition ◽  
The World

Traditional knowledge is the knowledge base of a particular society or a community which has been generated from one generation to the other over a period of time through the process of learning and sharing. It takes several generations to refine or improve the knowledge base with expertise which they gained through experiences. Ultimately, it becomes the integral part of cultural identity of their community. The art of carpet weaving is one of the traditional knowledges which has represented the continuity of the age- old Indian heritage and also the socio-cultural tradition of weaving communities and thus has given Indian carpets a renowned place in the world. The magnificence of Indian carpet weaving and the intricate patterns that have emerged from it have substantially increased India’s carpet exports and placed it prominently on the international carpet map and thus has made it the largest exporter of handmade carpets in the world. Handloom sector being one of the major sectors which helps the country in maintaining the GDP at present is suffering from high competition to power looms due to the very nature of handmade sector being unorganized and dispersed. Therefore, this paper would give the review of carpet tradition in India, its evolution, its present scenario and thus addressing the need to safeguard the knowledge/ skill related with the craft as it is on the verge of losing its identity.

scholarly journals Internal and External Sources of Knowledge in Manufacturing and Service Enterprises. A Comparative Analysis of European Union Countries

2020 ◽  
Vol 23 (3) ◽  
pp. 21-39 ◽  
Author(s):  
Joanna Wyszkowska-Kuna
Keyword(s):  
Knowledge Base ◽  
Highly Qualified ◽  
Sources Of Knowledge ◽  
The World ◽  
External Sources ◽  
Recent Financial Crisis ◽  
External Sources Of Knowledge ◽  
Changing Role ◽  
The Eu ◽  
Internal Knowledge

Along with the development of economies based on knowledge, the importance of knowledge input in production processes has been increasing. Enterprises may acquire knowledge input by developing their internal knowledge base and/or purchasing knowledge from external entities. Their internal knowledge base may be developed mainly by employing highly qualified specialists and their own research. The aim of the paper is to examine the importance of all these knowledge sources in manufacturing and services enterprises, as well as to compare their changing role with productivity performance in EU countries. It is based on data from the World Input-Output Database, Eurostat, OECD and EU KLEMS. Thanks to the availability of relevant data, the analysed period covers the years 1995–2018. The study demonstrates that knowledge base, developed through both internal and external sources, played a significantly more important role in the EU-15 than in the EU-12, with a tendency to decrease these disparities (most visible with respect to KIBS input). The growing importance of an external knowledge base was more visible and stable in the EU-12 countries. R&D expenditures were an exception. The recent financial crisis heavily affected only external R&D expenditures.

scholarly journals DEFEASIBLE REASONING IN WEB-BASED FORMS THROUGH ARGUMENTATION

2008 ◽  
Vol 07 (01) ◽  
pp. 71-101 ◽  
Author(s):  
SERGIO ALEJANDRO GÓMEZ ◽  
CARLOS IVÁN CHESÑEVAR ◽  
GUILLERMO RICARDO SIMARI
Keyword(s):  
World Wide Web ◽  
Knowledge Base ◽  
World Wide ◽  
Logic Program ◽  
Markup Languages ◽  
Intended Meaning ◽  
Web Based ◽  
Defeasible Logic ◽  
New Knowledge ◽  
The World

The notion of forms as a way of organizing and presenting data has been used since the beginning of the World Wide Web. Web-based forms have evolved together with the development of new markup languages, in which it is possible to provide validation scripts as part of the form code to test whether the intended meaning of the form is correct. However, for the form designer, part of this intended meaning frequently involves other features which are not constraints by themselves, but rather attributes emerging from the form, which provide plausible conclusions in the context of incomplete and potentially inconsistent information. As the value of such attributes may change in presence of new knowledge, we call them defeasible attributes. In this paper, we propose extending traditional web-based forms to incorporate defeasible attributes as part of the knowledge that can be encoded by the form designer. The proposed extension allows the specification of scripts for reasoning about form fields using a defeasible knowledge base, expressed in terms of a Defeasible Logic Program.

scholarly journals DECOLONIALITY OF KNOWLEDGE AND INTERCULTURAL “DAHLEZ”

2016 ◽  
pp. 16-25
Author(s):  
N. T. Nurulla-Khodzhaeva
Keyword(s):  
Latin America ◽  
Middle East ◽  
Knowledge Base ◽  
Life Science ◽  
The Other ◽  
Philosophical Concept ◽  
Real Issue ◽  
Central Asian ◽  
The World ◽  
History Of

Khorasanian thinkers believed that, the discovery of their origins and the "Other", is not a single whole act, but rather a procedural, almost stage-by-stage like capacity to understand the world. Evidence suggests that in order to survive (or just grow), one must move from their initial sphere of life/science to the next. Such mobility was influenced heavily by the tradition of constant crossing of boundaries and countries, formalizing commercial/scientific flexibility of the entire culture of the region. However, this potential remains untapped in the construction of the new history of nations. Therefore it is fair to ask: what is the reason for the lack of dialogue on decolonization of, both within the region (between researchers of different republics), between the Russian and Central Asian researchers, as well as between other regions, ie South-to-South (the Middle East, Latin America, India, etc.). Without doubt, every one of us has worthy of alibi. But it is important to understand that today's distancing from the topic in Central Asia; is not an ideological camouflage ala Soviet-style, but rather a preservation of the myth of Westphalia on the priority of national sovereignty. Finding one's way out of this maze created by the rhetoric of the nations and the logic of coloniality (as Kuidjano) is a very real issue. The first step may be to recognize that our very own knowledge base is colonial. Accordingly, the process must begin with ridding ourselves from this state, starting the process of de-coloniality. To initiate such an understanding, the author proposes to use - dahlez, philosophical concept, put forward with a view to the perception of many values of plural-cycle culture of the region, as well as the values of the outside.

scholarly journals Practising postcolonial pedagogies in higher education teaching and research

2021 ◽  
Vol 18 (3) ◽  
pp. 150-163
Author(s):  
Mags Liddy ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Knowledge Base ◽  
Education System ◽  
Teaching And Learning ◽  
Global Development ◽  
Teaching And Research ◽  
Degree Programme ◽  
Emotional Work ◽  
The World

Teaching about global development challenges is a complex and demanding process both for students and teachers. In this article, I examine the potential of postcolonial pedagogies in facilitating the process of learning to unlearn and in developing learners’ agency in reading the world. I focus on two teaching encounters to examine the potential of postcolonial pedagogies; one is a Sustainable Development module, part of a degree programme in formal higher education and the second teaching encounter are preparatory sessions for overseas volunteers.This paper examines the process and implications of utilising postcolonial pedagogies in these settings and is written from my perspective as a self-reflexive teacher and researcher. This form of teaching and learning raises three particular tensions for me: structural concerns in the Irish education system, pedagogical questions as well as personal implications for me as a teacher and my knowledge base. This article concludes with a summary of these identified tensions, outlining continuing questions rather than presenting solutions. Teaching about global development challenges is difficult, challenging and emotional work, demanding vigilance and reflexivity by the teacher.

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