An evidential approach to problem solving when a large number of knowledge systems is available

Some recent problems are no longer formulated in terms of imprecise facts, missing data or inadequate measuring devices. Instead, questions pertaining to knowledge and information itself arise and can be phrased independently of any particular area of knowledge. The problem considered in the present work is how to model a problem solver that is trying to find the answer to some query. The problem solver has access to a large number of knowledge systems that specialize in diverse features. In this context, feature means an indicator of what the possibilities for the answer are. The knowledge systems should not be accessed more than once, in order to have truly independent sources of information. Moreover, these systems are allowed to run in parallel. Since access might be expensive, it is necessary to construct a management policy for accessing these knowledge systems. To help in the access policy, some control knowledge systems are available. Control knowledge systems have knowledge about the performance parameters status of the knowledge systems. In order to carry out the double goal of estimating what units to access and to answer the given query, diverse pieces of evidence must be fused. The Dempster-Shafer Theory of Evidence is used to pool the knowledge bases

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1988, volume 1

The 1988 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and in 1964 nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers