Review of Allwood, Pombo, Renna & Scarafile (2020): Controversies and Interdisciplinarity: Beyond disciplinary fragmentation for a new knowledge model

2021 ◽  
Author(s):  
Lisbeth A. Lipari
Keyword(s):  
Knowledge Model ◽  
New Knowledge

scholarly journals MAS architecture and knowledge model for vehicles data communication

2013 ◽  
Vol 1 (1) ◽  
pp. 23-31
Author(s):  
Emmanuel Adam ◽  
Emmanuelle Grislin-Le Strugeon ◽  
René Mandiau
Keyword(s):  
Mobile Robots ◽  
Traffic Flow ◽  
Mobile Agents ◽  
Autonomous Vehicles ◽  
Data Communication ◽  
Road Accident ◽  
Traffic Network ◽  
Knowledge Model ◽  
New Knowledge ◽  
Knowledge Communication

Completely autonomous vehicles in traffic should allow to decrease the number of road accident victims greatly, and should allow gains in terms of performance and economy. Modelling the vehicles interaction, and especially knowledge sharing, is one of the main challenges to optimize traffic flow with autonomous vehicles. We propose in this paper a model of knowledge communication between mobile agents on a traffic network. The model of knowledge and of interaction enables to propagate new knowledge without overloading the system with a too large number of communications. For that, only the new knowledge is communicated, and two agents communicate the same knowledge only once. Moreover, in order to allow agents to update their knowledge (perceived or created), a notion of degradation is used. A simulator has been built to evaluate the proposal, before to implement it in mobile robots. Some results of the simulator are proposed in this article.

scholarly journals DS Wizard Meets DAISY: A Romance Solving Data Protection Requirements in Data Management Planning

2021 ◽  
Author(s):  
Marek Suchánek ◽  
Pinar Alper ◽  
Jan Slifka ◽  
Vilém Děd ◽  
Nene DJenaba Barry ◽  
...  
Keyword(s):  
Information System ◽  
Data Management ◽  
Data Protection ◽  
Research Projects ◽  
Knowledge Model ◽  
Management Planning ◽  
On Demand ◽  
New Knowledge ◽  
Data Stewardship ◽  
Document Generation

This report summarises our activities and achievements in integrating the Data Stewardship Wizard (DSW) and Data Information System (DAISY) tools during the ELIXIR BioHackathon Europe 2021. As a data information system for GDPR compliance, DAISY is focused on a single goal – gathering all information required for GDPR accountability of biomedical research projects. On the other hand, DSW is very flexible and can be used beyond data management planning. We worked on the integration between both tools on two fronts. Firstly, we created a new Knowledge Model in DSW together with a document output template to be able to generate a data protection impact assessment (DPIA). Secondly, we introduced a new integration type between projects in DSW and DAISY that allows the querying of DAISY data upon document generation in DSW. Both of these independent activities brought successful results that were polished and published after the actual BioHackathon. Finally, we provide the related materials as an on-demand training course in the ELIXIR eLearning Platform.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

Homelessness as a public mental health and social problem: New knowledge and solutions.

2017 ◽  
Vol 14 (2) ◽  
pp. 113-117 ◽  
Author(s):  
Jack Tsai ◽  
Thomas O'Toole ◽  
Lisa K. Kearney
Keyword(s):  
Mental Health ◽  
Social Problem ◽  
Public Mental Health ◽  
New Knowledge

New Knowledge of the Rise of Man

1932 ◽  
Vol 147 (4) ◽  
pp. 199-202
Author(s):  
A. A. Hopkins
Keyword(s):  
New Knowledge

New knowledge, old patients

1995 ◽  
Vol 4 (12) ◽  
pp. 1014-1016 ◽  
Author(s):  
D. A. Brechtelsbauer
Keyword(s):  
Old Patients ◽  
New Knowledge

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

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