Problem Of Knowledge Research Articles

Pivot, persist or perish? Knowledge problems and the extraordinarily tight boundary conditions of entrepreneurs as scientists

The characterization of entrepreneurs as scientists (EaS) has become increasingly popular among management scholars because it fits neatly with existing theories of entrepreneurial action grounded in the assumption that entrepreneurs form and test beliefs in an intendedly rational fashion, under conditions of uncertainty, while continually seeking to obtain and process new information. Recent scholarship breathes new life into the EaS paradigm by proposing a framework that builds upon pragmatism in developing a microfoundational perspective concerning causally inferential action and rationality-based heuristics. Yet, the drift towards EaS is not without controversy. Business venturing is rarely analyzable through the lens of natural laws and orderly structures. Moreover, uncertainty is not the only knowledge problem (KP) that entrepreneurs confront. As such, EaS may be ineffective in bringing resolution to these other challenging KPs – ambiguity, complexity, and equivocality – especially when entrepreneurs are entertaining decisions to pivot or persist. In this sense, our work underscores the importance of EaS while also asserting the need for clear boundary conditions.

New Reliability-Driven Bounds for Architecture-Based Multi-Objective Testing Resource Allocation

The multi-objective testing resource allocation problem (MOTRAP) aims at seeking a good trade-off between system reliability, testing cost, and testing time, which is of significant importance to facilitate the testing planning. Yet most studies focus on the time constraint but rarely consider the practical reliability requirement. In this work, we address MOTRAP on an architecture-based model (ABM) with the personalized preference over reliability. More specifically, we first present a reliability-constrained MOTRAP model on the basis of ABM and illustrate how to use this model for real-world systems. Then, to leverage the problem's knowledge, we develop new lower and upper bounds on testing time invested in different components from both theoretical and algorithmic perspectives on the basis of the Lagrange multiplier and half-interval search. Importantly, these new derived bounds have strong implications due to the fact that they can be easily employed by optimizers as the limits of variables to prune the search space to the region of interests of the decision maker and locate feasible solutions with the expected reliability. Finally, we evaluate the proposed bounds in popular multi-objective optimizers for MOTRAP on application and empirical cases. Experimental results demonstrate that our new bounds practically improve the search performance of optimizers, and decision makers can easily combine these new bounds with off-the-shelf optimizers to find higher-quality solutions that they are interested in, which greatly soothes away stress on optimizer and solution selections of decision makers.

The concept of equilibrium in economics

Equilibrium models play a central role in modern (micro)economic analysis. They form the basis of almost all our understanding in economics and are increasingly being used in other fields of social science. Yet there are numerous limitations to the equilibrium approach. To name a few: the treatment of time, i.e., the problem of distinguishing between ?time in models? and ?models in time?; learning process, i.e., the problem of knowledge necessary to attain the equilibrium; equilibrium dynamics, i.e. considering the equilibrium attainment process and not just the equilibrium state. Many critics already drew attention to the reach and limitations of the ?engineering approach? in economic science. It seems that the ?voice of reason? has never been loud enough. This paper presents a review of the above-mentioned problems.

지식의 문제: 시를 읽다, 묻어진 기억을 읽다

지식의 문제: 시를 읽다, 묻어진 기억을 읽다

Позиционирование проблемы познания в схоластике

Позиционирование проблемы познания в схоластике

Los principios lógicos y ontológicos del concepto currículo. Una relación epistemológica

El objetivo central de la presente investigación consistió en analizar la relación epistemológica que se puede establecer entre los principios lógicos y ontológicos del concepto currículo. Se partió del supuesto de que dichos principios se encuentran relacionados epistemológicamente en las diferentes construcciones de este término, llevadas a cabo por los principales estudiosos del tema y, a causa de esto, las conceptualizaciones sobre el mismo difieren en significados, sentidos y consecuencias existenciales.
 Un segundo supuesto, que deriva del anterior, consistió en estimar que los principios ontológicos se refieren al ser y los lógicos, a las razones en que se apoyan los raciocinios sobre el ser. A ello se debió que, en un primer y segundo momentos, se analizaron los principios lógicos y ontológicos de la ciencia —respectivamente— para, finalmente, intentar relacionarlos entre ellos y con las diferentes concepciones de currículo desde sus respectivas circunstancias de modo, tiempo y lugar.
 
 Los hallazgos revelan la existencia de una relación o correspondencia entre los principios lógicos y ontológicos de la ciencia y entre las necesidades existenciales del ser humano, las facultades con las que este pretende resolver los problemas del conocimiento y los supuestos filosóficos en los que, necesariamente, se ubica el concepto aquí en cuestión.
 Lo anterior permite concluir —entre otras cosas— que la construcción del término currículo es un problema político sin solución definitiva debido a que depende de circunstancias (emociones, pasiones y sentimientos del ser humano; sus necesidades y deseos) de modo, tiempo y lugar que influyen en la voluntad y las intenciones del sujeto cognoscente poniendo en acción sus facultades (su razón y/o sus sentidos) que le posibilitan para actuar y construirse un “currículo” acorde a sus necesidades existenciales, desde determinados supuestos relacionados con las mismas.

The problem of knowledge retrieving with the use of precedent-based reasoning

The problem of knowledge retrieving with the use of precedent-based reasoning

Knowledge verification for long-tail verticals

Collecting structured knowledge for real-world entities has become a critical task for many applications. A big gap between the knowledge in existing knowledge repositories and the knowledge in the real world is the knowledge on tail verticals (i.e., less popular domains). Such knowledge, though not necessarily globally popular, can be personal hobbies to many people and thus collectively impactful. This paper studies the problem of knowledge verification for tail verticals ; that is, deciding the correctness of a given triple. Through comprehensive experimental study we answer the following questions. 1) Can we find evidence for tail knowledge from an extensive set of sources, including knowledge bases, the web, and query logs? 2) Can we judge correctness of the triples based on the collected evidence? 3) How can we further improve knowledge verification on tail verticals? Our empirical study suggests a new knowledge-verification framework, which we call F acty , that applies various kinds of evidence collection techniques followed by knowledge fusion. F acty can verify 50% of the (correct) tail knowledge with a precision of 84%, and it significantly outperforms state-of-the-art methods. Detailed error analysis on the obtained results suggests future research directions.

On the question of Aristotle’s relation to Plato: a problem of knowledge

On the question of Aristotle’s relation to Plato: a problem of knowledge

The Problem of Knowledge in the Theaetetus

The Problem of Knowledge in the Theaetetus

Practice of Problem Based Learning among Dental Faculty in India

Aim: Problem based education (PBL) is a student centered teaching and learning process which is gaining acceptance in medical and dental schools all over the world Therefore the aim of the study is to find the practice and knowledge of problem based education among the dental faculty in India. Methods: Questionnaire was sent to 300 participants working in different dental colleges in India The questionnaire also included faculty position , teaching experiences, specialty discipline. Awareness of PBL, experiences about PBL and about their opinions/ recommendations about PBL. Data analysis was done and the results are expressed as percentage and frequencies. Results: of the 300 questionnaires send 164 participants responded . Majority of the respondents were aware of PBL ,even though they don’t practice it. Conclusion: The dental faculty in India is aware of the changesin dental teaching methodologies taking place all over the world . The regulatorybody should bring reforms to make PBL as an important tool in the education of dental students.

Integrar cultura e humanismo: desafio pedagógico da Filosofia no Ensino Superior

O ensaio visa debater a relevância e a necessidade da Filosofia nos currículos de todos os cursos universitários, mostrando que a presença desse componente formativo é imprescindível como mediação pedagógica no Ensino Superior, tendo em vista a finalidade intrínseca da formação universitária. Parte da premissa de que essa formação, além de garantir aos profissionais preparo científico e técnico, deve lhes assegurar maturidade e sensibilidade intelectuais que gerem referências conceituais e valorativas para a intencionalização de suas práticas no mundo do trabalho, no universo social e na esfera cultural. Defende então que a Filosofia pode exercer esse papel formativo ao explicitar e discutir os problemas do conhecimento, da ação e da existência e, assim, contribuir significativamente para tornar mais consistente a qualificação dos profissionais.

The Promise of Poststructuralist Sociology: Marginalized Peoples and the Problem of Knowledge

The Promise of Poststructuralist Sociology: Marginalized Peoples and the Problem of Knowledge

Mining the Largest Dense Vertexlet in a Weighted Scale-free Graph

An important problem of knowledge discovery that has recently evolved in various reallife networks is identifying the largest set of vertices that are functionally associated. The topology of many ...

Practice-as-research and the Problem of Knowledge

Knowledge and power are simply two sides of the same question: who decides what knowledge is, and who knows what needs to be decided. (Lyotard 1979: 8–9) The ‘problem of knowledge’ has been a topic...

Constructivism: a ‘next’ area of scientific development?

Radical Constructivism has been defined as an‘unconventional approach to the problem ofknowledge and knowing’. Its unconventionalityis summarised by its claim that it isimpossible to attribute unique meaning toexperience – as no mind-independent yardstick canbe assumed to exist against which to identifyuniqueness, and hence to produce knowledge andknowing. In other words, it is claimed thatthere is no ‘reality’ that is knowable to allindividual knowers. This claim appearsindefensible by itself, as it does not explainwhy the successes of traditional science appearas such. However, it is defensible in thecontext of numerous failures to achieve uniqueattributions, or of the history of science.Even so, what is missing are concrete methodsand research designs. This often leaves RadicalConstructivism to be critical only, toconcentrate on justifying the impossibility ofsuccess without contributing itself.Where this is the case it reduces scientiststo individuals considered unable to communicatewith others on public (and unique)attributions-who may do so only by borrowingmethods from previous approaches. It is arguedthat a more valuable contribution is possibleif Radical Constructivism is seen as a responseto the challenge defined by frequent failuresof traditional approaches. The latter may beextended such that the extensions converge toRadical Constructivism. Such extensions arebased on reported observations, rather than onexperiences in general, and are to beattributed meanings – uniquely as well asnon-uniquely – by way of a collective. The lattershould allow its ‘actors’ to restrict whatmaintains the collective to what is observableto others, as well as use the collective torestrict their own observations. The study ofcollectives thus allows for the study ofrestrictions or values, and hence for includingsubjective or constructivist experiences beyond(reportable) observations.

Gabriel Marcel and the Problem of Knowledge

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Changing Relations between State, Market and Society, and the Problem of Knowledge

Changing Relations between State, Market and Society, and the Problem of Knowledge

Language and problems of knowledge

Language and problems of knowledge

Review of Language and Problems of Knowledge: The Managua Lectures.

Review of Language and Problems of Knowledge: The Managua Lectures.