An information assistant system for the prevention of tunnel vision in crisis management

In the crisis management environment, tunnel vision is a set of bias in decision makers’ cognitive process which often leads to incorrect understanding of the real crisis situation, biased perception of information, and improper decisions. The tunnel vision phenomenon is a consequence of both the challenges in the task and the natural limitation in a human being’s cognitive process. An information assistant system is proposed with the purpose of preventing tunnel vision. The system serves as a platform for monitoring the on-going crisis event. All information goes through the system before arrives at the user. The system enhances the data quality, reduces the data quantity and presents the crisis information in a manner that prevents or repairs the user’s cognitive overload. While working with such a system, the users (crisis managers) are expected to be more likely to stay aware of the actual situation, stay open minded to possibilities, and make proper decisions

Narratives of Modern Architecture: learning at the intersection of cross-historical constructions

This paper presents the results of experimental course work in 2015 with secondyear students at IE School of Architecture and Design under the auspices of Culture and Theory in Architecture I. The subject of the course is History of Modern Architecture. Importantly, this is the first contact IE students have with theory and history of architecture. One of the goals was to allow students to understand that history is not a monolithic object that stands before us ready-made, but a set multiple constructions in narrative form, hence necessarily a representation: a collection of stories, instead only one history. To accomplish this goal, the students were instructed to write their own particular narrative of a significative moment (building, design, event) in modern architecture.Este artículo muestra los resultados obtenidos en la docencia del curso de Cultura y Teoria en Arquitectura I durante el año 2015 en IE School of Architecture and Design. Este curso es el primer contacto de los alumnos con la teoría y la historia de la arquitectura, y su contenido principal fue la historia de la arquitectura moderna. Uno de los objetivos del curso ha sido hacer comprender a los aumnos que la historia no es un objecto monolítico que se encuentra ahí delante de nosotros para poder observarlo, sino un conjunto de múltiples construcciones que necesariamente tiene la forma de una narración. Es por tanto una representación. Para conseguir esto, se pidió a los alumnos que escribieran su propia historia de un momento significativo (un edificio, un proyecto, un acontecimiento) de la arquitectura moderna

A Formal Context Representation Framework for Network-Enabled Cognition

Network-accessible resources are inherently contextual with respect to the specific situations (e.g., location and default assumptions) in which they are used. Therefore, the explicit conceptualization and representation of contexts is required to address a number of problems in Network- Enabled Cognition (NEC). We propose a context representation framework to address the computational specification of contexts. Our focus is on developing a formal model of context for the unambiguous and effective delivery of data and knowledge, in particular, for enabling forms of automated inference that address contextual differences between agents in a distributed network environment. We identify several components for the conceptualization of contexts within the context representation framework. These include jurisdictions (which can be used to interpret contextual data), semantic assumptions (which highlight the meaning of data), provenance information and inter-context relationships. Finally, we demonstrate the application of the context representation framework in a collaborative military coalition planning scenario. We show how the framework can be used to support the representation of plan-relevant contextual information

Teachers' use of questioning and modelling comprehension skills in primary classrooms

Research suggests that children's understanding of text can be improved by the explicit teaching of those comprehension strategies that are used implicitly by skilled readers, particularly the use of self-regulating strategies to generate questions about text. This study of the teaching of comprehension in 51 London Key Stage 2 classrooms explores the extent to which comprehension strategies are explicitly taught within the literacy hour and the amount of opportunity which is provided for children to generate there own questions. Evidence from teacher interviews and classroom observations shows that direct teacher questioning, mostly in the form of 'teacher-led recitation', is both the most frequently advocated, and the dominant strategy used for teaching comprehension. When sharing books with children, teachers model the strategies which are used by skilled comprehenders, but they neither make these strategies explicit nor encourage children to generate their own questions about the text

Emancipation, equality and education : Rancière’s critique of Bourdieu and the question of performativity

Jacques Rancière’s work has had significant impact in philosophy and literary theory, but remains largely undiscussed in the field of education. This article is a review of the relevance of Rancière’s work to education research. Rancière’s argument about education emerges from his critique of Bourdieu, which states that Bourdieu reinforces inequality by presuming it as the starting point of his analysis. What is at stake is the question of performativity, and the means by which discourse has effects. This debate has implications for considering the basis of claims to truth in literary and social science discourse. Parallels are drawn between Judith Butler’s and Ranciere’s portrayal of the relationship between discourse and subjection, as well as their attention to discursive ‘imitation’ in making inequality representable. The article concludes with a discussion of the problematic which Rancière’s work suggests for education research. Amende

Presuppositions in Context: Constructing Bridges

About the book: The First International and Interdisciplinary Conference on Modelling and Using Context, Rio de Janeiro, January 1997, gave rise to the present book, which contains a selection of the papers presented there, thoroughly refereed and revised. The treatment of contexts as bona fide objects of logical formalisation has gained wide acceptance, following the seminal impetus given by McCarthy in his Turing Award address. The field of natural language offers a particularly rich variety of examples and challenges to researchers concerned with the formal modelling of context, and several chapters in the volume deal with contextualisation in the setting of natural language. Others adopt a purely formal-logical viewpoint, seeking to develop general models of even wider applicability. The 12 chapters are organised in three groups: formalisation of contextual information in natural language understanding and generation, the application of context in mechanised reasoning domains, and novel non-classical logics for contextual application

DISCOURSE-DRIVEN MEANING CONSTRUCTION IN NEOSEMANTIC NOUN-TO-VERB CONVERSIONS [MEANING CONSTRUCTION IN NOUN-TO-VERB CONVERSIONS]

Neosemantic noun-to-verb conversions such as beer → to beer, door → to door, pink → to pink, etc., constitute a particularly interesting field of study for Cognitive Linguistics in that they call for a discourse-guided and context-based analysis of meaning construction. The present article takes a closer look at the cognitive motivation for the conversion process involved in the noun-verb alterations with a view to explaining the semantics of some conversion formations in relation to the user-centred discourse context. The analysis developed in this article draws from the combined insights of Fauconnier and Turner’s (2002) Conceptual Integration Theory and Langacker’s (2005, 2008) Current Discourse Space

Text mining methods: an answer to Chartier and Meunier

Almost 20 years ago, in a paper introducing the text mining (TM) technique to my fellow statisticians, I expressed the fear that: “it would be unfortunate that this technique, because it is apparently so easy to use, would be abused by incompetent analysts” (Lahlou, 1994, my translation). And therefore I urged expert statisticians to engage in this issue and circumscribe abuses