Intellectual Tasks Research Articles

Navigating the Decisions and Ethics of Authorship: An Examination of Graduate Student Journal Article Authorship

Authorship and authorship order are visual shortcuts that communicate student success. We content analyzed to what extent graduate students published as lead authors in 10 refereed communication and media journals over a decade (2007–2016) examining student authorship, coauthorship, and affiliations. Graduate students appeared in approximately 23% of the sampled articles with graduate students most often appearing as lead author on multiauthored articles. If there is an increasing expectation to secure lead authorship, students may need to navigate the authorship process. Guidelines are provided on how to assess and negotiate authorship based on intellectual contributions, tasks, and sustained commitment.

Retail chatbots: The challenges and opportunities of conversational commerce

Artificial intelligence (AI) refers to the ability of machines and/or robots to perform intellectual tasks like humans. AI technologies are widely used to support different activities in retail operations. In particular, retail firms have adopted chatbots to interact with consumers through various communication channels, including social media, live chat, SMS etc. In addition, chatbots have been used to support conversational commerce in which companies automate conversations with consumers about product selection and assist consumers to make informed choices throughout the shopping and decision-making processes. To investigate the state of the art of chatbots in the retail industry, this article qualitatively studies commercial chatbots from 40 retail firms. The study finds that chatbots assist consumers in completing general tasks, such as searching information, purchasing products, making reservations and collecting feedback. Chatbots are good enough to perform such general tasks, although they have limited capability with respect to processing and interpreting natural language. Chatbots also provide menus to address the most predominant issues encountered by consumers while running at a lower operational cost. It is anticipated that chatbots will gain popularity in the retail industry, and consumers would benefit from chatbots with improved features like more accurate predictions and better product recommendations.

Удосконалена методика оцінювання інформаційних документів в інтересах забезпечення інформаційної діяльності

The article proposes the solution of the actual scientific task of improving the scientific and methodological apparatus of evaluating information documents in conducting intelligence and information activities in the military intelligence system. Intelligence is a continuous process that includes a set of measures for organizing and conducting intelligence, information and analytical work in the general military intelligence system to provide intelligence to its customers. Collect in a timely manner, promptly process, analyze and timely report is the main and decisive task of intelligence and information activities in the interests of decision-making. The peculiarity of modern intelligence-information activity is the solution of a wide range of intellectual tasks, the results of which are the development of information documents. Assessment of the quality of their implementation is an integral part of the evaluation of information and analytical activity as a whole.

Educación y cultura en la nobleza (siglos XIII-XV)

Cet article présente un panorama général de la culture nobiliaire castillane pendant le bas Moyen Age ainsi que les principales caractéristiques communes aux autres territoires hispaniques et à l’ensemble de l'Europe Occidentale. A cet effet on analyse deux aspects fondamentaux: d'une part, les personnes chargées de l'éduca­tion et les espaces qui lui sont destinés, d'autre part, les connaissances et les techniques que les adolescents nobles devaient apprendre. Dans le premier des cas la figure du précepteur se détache, ceci est au moins effectif entre les grandes familles. Il est probable que l'on réservait la responsabilité des tâches intellectuelles à un ecclésiastique, selon l'exemple de la monarchie. La cour gouvernante, la résidence seigneuriale et les écoles ecclésiastiques et municipa­les remplissaient aussi cette fonction auprès des vassaux, domestiques et élites urbai­nes. Les renseignements et les documents sur le savoir de personnages concrets, les références littéraires et didactiques et les premiers antécédents du mécénat mettent en relief que, malgré la priorité donnée à l’équitation et à la chasse, on donnait un certain prix, en Castille, pendant le has Moyen Âge et spécialement au XVème siècle, à la formation intellectuelle.

Family Violence and Colonisation

Any comprehensive history of domestic and family violence in Australia must include Aboriginal family violence. This is a sensitive and difficult intellectual task. While there are scarcely any histories of Aboriginal family violence in Australia, there are four decades of public reports and academic and activist publications addressing it in the present, usually offering explanations and recommendations for action. In this article I examine this research and public commentary. I concentrate especially on the competing explanations for the high levels of family violence in Aboriginal communities, one focused on the effects of colonisation and the other on certain Aboriginal cultural continuities. I argue that if we move beyond the opposition between the effects of ‘history’ and ‘culture’ that has tended to structure these debates, we are in a better position to produce meaningful histories of domestic and family violence in Australia that are fully attentive to its variety and complexity.

Use Triple H-AVATAR Technology for Education in Online Multi-cloud Platform Lab

One could argue that the traditional scheme of education needs to change. New forms of education should be based on mobility, interactivity and cooperation of the participants of the education process. To this end, there should be new approaches education. Now they say about study-oriented re-searching without temporal and spatial boundaries, which requires the use of new education technologies—H Avatar. Currently there is no software system that would realize the full intellectual tasks described above. The reason for this lies in the simplified model of learning, which is associated with the unification of the parameters of the model education and the study material. Note that even this approach requires considerable effort in the implementation of both the local and remote versions.

Sinonimia causal y filosofía natural. Aristóteles, lector del Timeo

Aristotle’s argument against Timaeus’ view of intellection as an endless circular motion can be divided into two main sections: a categorial one, which rests upon the impossibility of intertwining material and immaterial ingredients into a single (albeit twofold) substance; and a geometrical one, which highlights those features of circular magnitudes which render them unsuitable for performing intellectual tasks. This paper focuses on the first set of reasons that Aristotle puts forward, by stressing the productive philosophical outcome of this otherwise perplexing doxographical survey. It is argued that Aristotle’s own notions of ‘contact’ and ‘unmoved mover’ are greatly indebted to his critical scrutiny of Timaeus’ cosmogony. Further, the paper holds that the version of ‘causal synonymy’ that Aristotle discovers in Timaeus’ εἰκὼς μûθος leads him to recast this principle, in order to avoid unwelcome ‘physiological’ consequences. In this way, Aristotle’s literal reading of Timaeus’ εἰκὼς μûθος emerges as a plausible interpretive stance

CULTURAL-HISTORICAL APPROACH AS A METHODOLOGICAL BASIS FOR COGNITIVE BEHAVIOURAL PSYCHOTHERAPY

The article argues that the methodology applied by the cultural-historical approach and cognitive behavioural psychotherapy reveals uniformity of their ideas about an object, methods and units of analysis of the psyche. Cognitive behavioural psychotherapy, as well as cultural-historical psychology, understands development as acquisition of cultural methods, tools for substantive, communicative and intellectual tasks, mastering of thinking and mental activities as a whole and internalizing these tools. This goal is realized through specially organized education. From the point of view of cultural-historical psychology, psychological problems and disorders are rightly regarded as lack of instruments for organization, as well as self-regulation of an individual’s mental activities and behaviour, and psychotherapy is a method for compensation of revealed corresponding deficit. The strategic goal of cognitive behavioural therapy is the formation of an arsenal of psychological and behavioural tools improving an individual’s self-regulation. At the same time such therapy realizes the basic provisions of L.S. Vygotsky’s cultural-historical approach: the ideas of a dynamically developing unity of intellect and affect, the central role of mental activity and its internalization during personal development. The ways of managing thoughts, optimizing it, testing thoughts, beliefs, the methods detecting cognitive distortions, planning and modelling behavioural changes, the ways of emotional self-regulation can be regarded as cultural tools optimizing human mental processes and behaviour, forming awareness and arbitrariness of these processes. The article substantiates that the development of a cognitive behavioural model helps take into account and specifically reorganize the influence of an individual’s own thoughts on him/her for his/her benefit.

Pedagogical grammar as the framework of tefl research. part 9. the role of consciousness in the foreign language acquisition

The relevance of the paper is accounted for by the need of establishing a common framework to integrate the research in teaching foreign languages, specifically in the development of grammar competence, into a single area with uniform approaches, terminology, and criteria. Its aim is to look for the ways of promoting the efficiency of grammar subskills development by taking into consideration its key features, specifically, the role of consciousness in this process. Basing on the analysis of the native (NLA) and foreign (FLA) language acquisition, the author concludes that one of the main distinctions between the two processes is the degree of actual language awareness on the part of the learners. In the NLA, this process takes place predominantly at the subconscious level (without any actual awareness of the learned material structure and the actions required to use it in communication) with the parallel development of the learners’ thinking. In the FLA, under the conditions of formal learning in the classroom, the probability of the said actual awareness on the part of the learners, due to their higher intellectual development, substantially increases, even disregarding the teaching approach. It does affect the acquisition strategies. In the NLA, children are believed to regard speech as a form of behaviour trying to acquire it through assimilation, accommodation, and adaptation to the rules of this activity. In the FLA, in formal settings, learners are believed to regard it as an intellectual task, trying to reach the aim by appropriate solution methods, i.e. by grasping the structure of the activity, looking for the rules it is based on. The difference between these approaches gives grounds to the learning models based on the opposition of acquisition and learning. According to these models, acquisition is an implicit process, essentially identical to the NLA, generally void of any forms of the target language structure awareness, while learning is an explicit process involving some kind of awareness of the target language rules. The analysis of the available data on the comparative efficiency of acquisition and learning in teaching the foreign language proved their inconsistency and led to the conclusion concerning the need for further study of the problem, which constitutes the prospect of further research.

Сравнение переживания феномена присутствия в виртуальных средах при решении интеллектуальных и поисковых задач

В работе ставится вопрос о сравнении переживания феномена присутствия в различных виртуальных средах, одной, созданной для решения интеллектуальной задачи (кубики Коса, субтест интеллектуального теста Векслера), и другой, созданной для решения поисковой задачи. Среда, разработанная для решения интеллектуальной задачи, достаточно простая и представляет собой комнату, в которой на столе появляются кубики, с которыми предполагается работать испытуемому. Среда для решения поисковой задачи представляет собой сложный по топографии парк в азиатском стиле, в котором пользователь может ходить и перемещаться с помощью телепортации и указывать виртуальной указкой на вазы, которые он должен искать. Рассматривается в первую очередь пространственное присутствие, но также и социальное присутствие и личностное (или Я-присутствие), а также некоторые компоненты переживания присутствия. Ожидалось, что хождение по парку, как по более насыщенной и предоставляющей больше возможностей среде, позволит пользователям пережить более сильное присутствие, однако результаты эксперимента ставят это под сомнение.

Феномен присутствия при решении интеллектуальных задач: результаты качественного исследования

Данная статья посвящена проблеме изучению феномена присутствия при решении интеллектуальных задач. В качестве интеллектуальной задачи выбран субтест текста Векслера «Кубики Коса». Феномен присутствия исследуется с помощью структурированного контекстного интервью. В данной статье ставится вопрос о возможности исследования присутствия при решении интеллектуальной задачи в предназначенной для этого виртуальной среде, в связи с этим бедной объектами и событиями. В рамках результатов показывается, что феномен присутствия может сочетаться как с успешным решением интеллектуальной задачи, так и с неспособностью её решить. Показывается, как при решении переживаются пространственное и социальное присутствие.

Collective hybrid intelligence: towards a conceptual framework

Purpose Human or machine, which one is more intelligent and powerful for performing computing and processing tasks? Over the years, researchers and scientists have spent significant amounts of money and effort to answer this question. Nonetheless, despite some outstanding achievements, replacing humans in the intellectual tasks is not yet a reality. Instead, to compensate for the weakness of machines in some (mostly cognitive) tasks, the idea of putting human in the loop has been introduced and widely accepted. In this paper, the notion of collective hybrid intelligence as a new computing framework and comprehensive. Design/methodology/approach According to the extensive acceptance and efficiency of crowdsourcing, hybrid intelligence and distributed computing concepts, the authors have come up with the (complementary) idea of collective hybrid intelligence. In this regard, besides providing a brief review of the efforts made in the related contexts, conceptual foundations and building blocks of the proposed framework are delineated. Moreover, some discussion on architectural and realization issues are presented. Findings The paper describes the conceptual architecture, workflow and schematic representation of a new hybrid computing concept. Moreover, by introducing three sample scenarios, its benefits, requirements, practical roadmap and architectural notes are explained. Originality/value The major contribution of this work is introducing the conceptual foundations to combine and integrate collective intelligence of humans and machines to achieve higher efficiency and (computing) performance. To the best of the authors’ knowledge, this the first study in which such a blessing integration is considered. Therefore, it is believed that the proposed computing concept could inspire researchers toward realizing such unprecedented possibilities in practical and theoretical contexts.

Consideration of the relationship between explicit knowledge and tacit knowledge in an intellectual task

Consideration of the relationship between explicit knowledge and tacit knowledge in an intellectual task

Teacher’s Methodical Activity as a Source of Educational and Methodical Tasks

The article of S. Skvortsova “Teacher’s methodical activity as a source of educational and methodical tasks”, interprets the teacher’s methodical activity as solving a number of methodical tasks. We define a methodical task as a situation that occurs in the process of teacher's methodical activity the purpose of which is to teach pupils certain content. Educational and methodical tasks are the models of such situations formulated in words. The goal of educational and methodical tasks is to form future teachers’ methodical competency. Methodical tasks are classified under on practical and intellectual, that in its turn are divided into standard and problematic. Taking into consideration the external structure of the process of solving methodical tasks we define the teacher’s ability to solve methodical tasks as a complex of actions to be performed to solve a methodical task on the basis of a teacher’s conscious use of methodical knowledge and ways of action. Educational and methodical tasks are used in order to form the ability to solve methodical tasks in the process of teacher’s methodical training in pedagogical universities. Educational and methodical tasks, as opposed to methodical tasks, are classified according to: 1) the level of methodical activity as on standard, partially-standard and creative; 2) the types of methodical activity as on informational-analytical, analytic-synthetic, operationally-practical, projective-modeling, synthetic-constructing; 3) the content of teacher’s methodical activity as on basic and special ones.
 Standard and partially-standard educational and methodical tasks are the symbolic models of standard methodical tasks in teacher’s activity, and creative educational and methodical tasks are the symbolic models of problematic methodical tasks. Educational and methodical tasks are mainly the models of intellectual methodical tasks as they don’t suggest the interaction between a teacher and pupils, though, in some cases, they may be solved in the process of imitation of a teacher’s activity in the classroom environment

Lazy multiculturalism: cultural essentialism and the persistence of the Multicultural Day in Australian schools

ABSTRACTMulticultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientation to the field of multicultural education, it examines one school's approach to the Multicultural Day. The paper considers how, despite engaging in professional learning designed to challenge established practice in this area, teachers resisted the intellectual task of doing diversity differently. The ethnographic methods used in the study not only allowed for an examination of the practices this school engaged in, they drew attention to how teachers might modify their practice and develop a deeper understanding of cultural complexity.

Polarization(s) in Labour Markets: Synthesis and Perspectives

Polarization is now well established and documented. The increase in the share of high-wage and low-wage jobs at the expense of “intermediate” jobs has led to a polarization of jobs in the US (Autor, 2010; Autor, Dorn, 2013; Autor et al., 2006).One can largely explain this by the automation of routine tasks that then disappear in favour of non-routine manual or intellectual tasks. The automation of tasks has also contributed to polarization of employment in Europe (Goos et al., 2009). Now the...

Research of the interaction of the level of domestic levels and self-assessment of the person in the process of solving intellectual tasks

Research of the interaction of the level of domestic levels and self-assessment of the person in the process of solving intellectual tasks

Taboo Narratives: Teaching Palestine and the Palestinians

Abstract To speak “truth to power” is not merely an intellectual task but a mission statement and a moral compass, especially for anthropologists. Writing and speaking out about the effects of settler-colonialism on Palestinians has become the litmus test of such a stance. In western societies, especially in North America, Palestine is a taboo subject, where fear of being denied tenure or even expelled for speaking out has prevented a protracted history of Palestinian suffering, dispossession, and expulsion from being heard or known. Teaching about it therefore acquires a heightened significance and demands the deconstruction of dominant myths, despite the difficulties.

Las connotaciones cognitivas y culturales del bilingüismo

Este estudio está orientado a analizar la asociación existente entre la lengua, las emociones y la cultura en el proceso de aprendizaje de una nueva lengua y el uso de esta. Para probar la validez de la hipótesis de que los bilingües biculturales sienten y experimentan diferencias en sus respectivas lenguas se realiza un estudio bibliográfico de las diferentes teorías interdisciplinarias de investigadores internacionales. Los resultados apuntan a que las imágenes mentales del bilingüe difieren según la lengua en la que se piensa y que existe una gran variedad de experiencias lingüísticas en las personas bilingües, así como un gran número de variables están presentes en la ejecución de diferentes tareas intelectuales. El objetivo fue definir las características extralingüísticas de los bilingües y los ajustes culturales resultantes de la exposición a dos culturas. Se analizó el lenguaje como una herramienta y se concluye determinando la necesidad de desarrollar y seguir procesos especiales en la educación bilingüe, tomando en cuenta las características sicológicas, culturales y sociales, entre otras, del estudiante bilingüe.

Scholarship-based medicine: teaching tomorrow's generalists why it's time to retire EBM.

We need whole-person, generalist medicine, now more than ever.1–3 Yet the dominant model defining quality in medical education and practice — evidence-based medicine (EBM) — has become a barrier to expert generalist practice through its assertion of a hierarchy of knowledge defining best practice.4 EBM was developed as a model for lifelong learning, and later clinical decision making, within the field of specialist medicine.5 It is acknowledged that specialist and generalist medicine are grounded in different models of scientific thinking.1,6,7 They therefore require different approaches; different hierarchies for judging between knowledge and so defining best practice. If we are to revitalise generalist practice, we must retire EBM. To train the next generation of generalists — and indeed to support the current generation — generalists must now assert our own model of best practice in lifelong learning and clinical decision making. We can learn from the successes of the implementation of the EBM movement. There is a need for clear statements of practice, stepped learning tools, and support for training the trainer as well as the trainee, in order to disseminate learning and practice. But we need to redefine quality of practice. I propose the need for a new model of scholarship-based medicine (SBM): a model of practice that places the intellectual task of generalist medicine at the top of a knowledge hierarchy (Box 1). This will redefine quality in practice to support the revitalisation of generalist medicine and reverse the reported decline in person-centred care in the primary care setting,8 …