scholarly journals “Die siel van die mier”: Reflections on the battle for ‘scholarly’ intelligence

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Martin Olivier
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
20Th Century ◽  
Tertiary Education ◽  
The Other ◽  
Problem Solving Skills ◽  
Research Programmes ◽  
The Individual ◽  
Human Problem ◽  
Current Emphasis

This essay traces two research programmes in broad strokes. Both programmes start from the same observation — the behaviour of an ant (or termite) colony and the ability of the ant colony to act in a collective manner to achieve goals that the individual ant cannot. For one programme such behaviour is indicative of intelligence; for the other it is indicative of (collective) instinct. The primary intention of the essay is not to assess the claims of intelligence found, but to consider the rationale of the researchers involved in the two programmes for doing such research. It is observed that virtue in one programme is understanding (with the concomitant ability to explain — and, hence, teach), while the primary virtue in the other programme is the utility — and ultimately efficiency — that this may add to human problem solving skills. The two programmes used as illustration are Eugène Marais’s study of termites in the first half of the 20th century and the emergence of artificial intelligence projects that are inspired by ant behaviour in the second half of the 20th century. The essay suggests that the current emphasis of inquiry at tertiary education institutions embraces utility to the extent that it displaces pure insight — and hence the ability to explain and, ultimately, the ability to teach.

scholarly journals THE ADVANCEMENT OF ARTIFICIAL INTELLIGENCE A WAY TO MAN AND MACHINE IN COMBAT IN TIME MACHINE AND I ROBOT

2019 ◽  
Vol 6 (1) ◽  
pp. 14-16
Author(s):  
Sumathi R ◽  
Sutharshan V
Keyword(s):  
Artificial Intelligence ◽  
Science Fiction ◽  
20Th Century ◽  
Scientific Knowledge ◽  
The Other ◽  
Time Machine ◽  
General Outline ◽  
Fantasy Fiction ◽  
Research Article ◽  
Future Events

Science fiction has proved notoriously difficult to define. It can be explained as a combination of science and technology and development in robotics in short it can be otherwise called as ‘realistic speculation about future events and a genre based on an imagined alternative to the reader's environment. It has been called a form of fantasy fiction and an historical literature. The paper goes further with two main concepts one with clash between two people of future and the other with advancement of science particularly on robotics. First is about general outline to science fiction in short a (SF) a genre cause problem because itdoes not recognize the hybrid nature of many SF works. It is more helpful to think of it as a mode or field where different genres and subgenres intersect. And then there is the issue of science. In the early decades of the 20th century, a number of writers attempted to tie this fiction to science and event to use it as a means of promoting scientific knowledge, a position which continues into what has become known as ‘hard SF’. The research article is completely based on advancement of science and its effects.

Working Together with Computers

2012 ◽  
pp. 20-41
Author(s):  
Uma Shanker Tiwary ◽  
Tanveer J. Siddiqui
Keyword(s):  
Problem Solving ◽  
Human Computer Interaction ◽  
General Framework ◽  
Specific Problem ◽  
The Other ◽  
Problem Solving Skills ◽  
Interaction Layer ◽  
Three Layer Architecture ◽  
Working Together ◽  
General Skills

The objective of this chapter is twofold. On one hand, it tries to introduce and present various components of Human Computer Interaction (HCI), if HCI is modeled as a process of cognition; on the other hand, it tries to underline those representations and mechanisms which are required to develop a general framework for a collaborative HCI. One must try to separate the specific problem solving skills and specific problem related knowledge from the general skills and knowledge acquired in interactive agents for future use. This separation leads to a distributed deep interaction layer consisting of many cognitive processes. A three layer architecture has been suggested for designing collaborative HCI with multiple human and computational agents.

Taxonomies of Problems and Generic Skills

2010 ◽  
pp. 107-123
Author(s):  
Gilbert Paquette
Keyword(s):  
Problem Solving ◽  
Software Engineering ◽  
Cognitive Science ◽  
Learning Objectives ◽  
Problem Solving Skills ◽  
Generic Skills ◽  
Research In Education ◽  
Human Problem

The aim of this chapter is to define what we call “generic skills,” i.e. structured sets of intellectual actions, attitudes, values, and principles that are at the heart of human competencies. We will first examine the various systems that offer different yet convergent views regarding skills. One multi-viewpoint approach to the concept of skill first analyses the taxonomies of generic problems developed in software engineering. Generic problems correspond to human problem-solving skills as described in cognitive science. Another viewpoint is the concept of active meta-knowledge that situates skills in the realm of meta-cognition, i.e. as knowledge acting on other knowledge. A third viewpoint considers research in education that presents skills in the form of taxonomies of learning objectives in relation to cognitive, affective, social, or psychomotor domains.

Turing, Searle, and the Wizard of Oz

2010 ◽  
Vol 14 (2) ◽  
pp. 88-102
Author(s):  
S. D. Noam Cook ◽  
Keyword(s):  
Artificial Intelligence ◽  
20Th Century ◽  
Artificial Life ◽  
The Other ◽  
Living Systems ◽  
Wizard Of Oz ◽  
Central Elements ◽  
Future Technologies

Since the middle of the 20th century there has been a significant debate about the attribution of capacities of living systems, particularly humans, to technological artefacts, especially computers—from Turing’s opening gambit, to subsequent considerations of artificial intelligence, to recent claims about artificial life. Some now argue that the capacities of future technologies will ultimately make it impossible to draw any meaningful distinctions between humans and machines. Such issues center on what sense, if any, it makes to claim that gadgets can actually think, feel, act, live, etc. I outline this debate and offer a critique of its persistent polarization. I characterize two of the debate’s major camps (associated roughly with Turing and Searle); argue that the debate’s structure (including key assumptions inherent to each camp) precludes resolution; and, contend that some central clashes within the debate actually stem from an inadequately drawn distinction between claims about the capacities of artifacts and claims about the proper criteria for assessing such attributions. I offer a different perspective in which I: challenge some central elements of the debate that contribute to its perennially irresolvable state; hold that the debate needs to be placed more squarely in sync with how we in fact treat the attribution of such capacities to humans themselves; and, offer (unlike the other two camps) a foothold for making moral assessments of such proposed technologies.

Do All Dynamic Assessment Techniques Assess Learning Potential?

2008 ◽  
Vol 7 (3) ◽  
pp. 411-418 ◽  
Author(s):  
Yuriy Karpov
Keyword(s):  
Problem Solving ◽  
Dynamic Assessment ◽  
The Other ◽  
Learning Potential ◽  
Other Hand ◽  
Qualitative Level ◽  
Assessment Techniques ◽  
The Individual ◽  
Graduated Prompts

It is not only that different dynamic assessment (DA) techniques evaluate different “learning potentials” of the individual; some such techniques do not evaluate any kind of learning potential. In particular, graduated prompts techniques, rather than evaluating learning potential of the individual, evaluate the level of his or her mastery of a certain problemsolving procedure. On the other hand, DA techniques that target the qualitative level at which the individual is able to learn a brand new problem-solving procedure evaluate indeed the individual’s general learning potential.

PERSONALIZED KNOWLEDGE MANAGEMENT IN ENVIRONMENTS OF WEB-BASED EDUCATION

2013 ◽  
Vol 12 (02) ◽  
pp. 277-307
Author(s):  
RUBÉN PEREDO VALDERRAMA ◽  
ALEJANDRO CANALES CRUZ ◽  
ADRIANA N. RAMÍREZ SALAZAR ◽  
JUAN CARLOS CARAVANTES RAMÍREZ
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
Web Based ◽  
Problem Solving Skills ◽  
Teaching Activities ◽  
Management Techniques ◽  
Knowledge Objects ◽  
The Individual ◽  
Use Of Knowledge ◽  
Web Based Education

This paper is focused on the use of Knowledge Management techniques to develop environments of Web-Based Education to leverage the individual learning process for learners. Evolving use of Knowledge Management plays an important role to enhance problem solving skills. Recently, innovative approaches for integrating Knowledge Management into practical teaching activities have been ignored. The knowledge is defined as combination and organization of data and information in given context, and Knowledge Management provides acquire, storage, sharing, application and creation of knowledge objects. A new Architecture for the development of adaptive and intelligent Web-Based Education systems is presented. This architecture is based on a Learning Model for Personalized Knowledge Management.

scholarly journals Concertante techniques in Trois images by Ivo Petrić

2001 ◽  
Vol 37 (1) ◽  
pp. 103-112
Author(s):  
Niall O'Loughlin
Keyword(s):  
20Th Century ◽  
Large Scale ◽  
The Other ◽  
Violin Concerto ◽  
Avant Garde ◽  
Other Hand ◽  
The One ◽  
The Individual ◽  
Frank Martin ◽  
Movement Structure

The large-scale romantic concerto has been reevaluated by many composers of the 20th century. These have included Stravinsky, Honegger and Frank Martin, who have all tended to compose on a much smaller scale. One such work is Ivo Petrić's Trois images, a violin concerto dating from 1972-73. It displays an ambiguous approach to form, the relationships between the soloist and orchestra, the use of musical motives and the idea of the concerto. On the one hand, it has links with tradition in that it uses the title and three-movement structure of the concerto, the traditional relationships of dialogue, solo and accompaniment, development of motives and virtuoso techniques. On the other hand, it breaks with tradition by disguising the contrasts and separation of the individual movements, and transforming traditional concerto techniques for use in the freely coordinated idiom that the composer was using at the time. It proves to be an excellent example of how concerto techniques can be combined with the techniques of the avant-garde.

scholarly journals Integrating problem-based learning with schoology in criminal law course

2020 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Dzul Rachman ◽  
Rio Arif Pratama ◽  
Ni Wayan Surya Mahayanti ◽  
I Putu Indra Kusuma
Keyword(s):  
Problem Solving ◽  
Criminal Law ◽  
Time Allocation ◽  
Tertiary Education ◽  
Learning Model ◽  
Problem Solving Skills ◽  
Face To Face ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Face To Face Learning

This study indents to investigate students’ perception of problem-solving skill and influence of Schoology on students’ ability to solve problems used in the criminal course in tertiary education. In reality, this course requires many activities involving students to solve various types of cases. This study used the quasi-experimental method at the class of criminal law. The students were from the Faculty of Law taking a 14 week enrolled in the Criminal course in the second semester. The instruments in this study were test and questionnaire.  Data were analyzed using descriptive and inferential analysis. The overall, There are significant differences in problem-solving skills between the students who learn the material of solubility and constant solubility product using Problem-solving learning model through Schoology in the learning activities. Furthermore, this learning model can also be applied to overcome the lack of time allocation for face-to-face learning.

scholarly journals The Application of Artificial Intelligence as Evidence in the Court

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
I Ketut Sukewati Lanang Putra Perbawa
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
Industry 4.0 ◽  
Technological Development ◽  
The Other ◽  
Procedural Law ◽  
The World ◽  
Valid Evidence ◽  
The Law ◽  
The Government

Revolution Industry 4.0 is one of the biggest era in this century, because in this era the big technological development happening around the world with some of the creation is Artificial Intelligence. Artificial Intelligence is one of the technology that exist in the world and can resembles like a human in the other hand Artificial Intelligence can do what actually human do for example Learning, Planning, Critical Thinking, Problem Solving, any many more. Therefore several countries using it in the court. Artificial Intelligence use it as evidence to prove some case and made prosecutor, judge and lawyer easier to work. However, in Indonesia there wasn’t the law about Artificial Intelligence therefore it would be difficult to use it in the court as evidence because according to several sources in procedural law there are some valid evidence that can only use in the court. However, the crime that happen in Indonesia usually related to technology made all the government have to forming the law about the Artificial Intelligence. 

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