Neogeography: The Challenge of Channelling Large and Ill-Behaved Data Streams

Neogeography is the combination of user generated data and experiences with mapping technologies. In this article we present a research project to extract valuable structured information with a geographic component from unstructured user generated text in wikis, forums, or SMSes. The extracted information should be integrated together to form a collective knowledge about certain domain. This structured information can be used further to help users from the same domain who want to get information using simple question answering system. The project intends to help workers communities in developing countries to share their knowledge, providing a simple and cheap way to contribute and get benefit using the available communication technology

A Shannon's theory of knowledge

Our so-called "Information Society", is gradually changing into a "Knowledge Society". The Shannons Theory provided a formal and mathematical framework for information. It was very fruitful for avoiding ambiguity on the concept of information. This paper proposes a transposition of this theory for knowledge. From the three axes of a formal model designed for knowledge engineering (information, sense and context), three quantitative measures are proposed to get a measure of the quantity of knowledge of a system. This notion permits to consider applications as the cognitive measure of a web site, a knowledge community (community of practice…).Knowledge, Knowledge management, Shannon's theory

Knowledge sharing implementation and job searching in Malaysia

The aim of this research is to integrate analysis through case studies on how knowledge sharing could be implemented successfully. Furthermore, this study also will clarify a conceptualisation that provides a new understanding of the relationship between unemployed graduates and the human capital concept. This paper used web documentation for the research technique, and an interpretive approach was used as the research paradigm. Two online recruitment agency sites were analysed thoroughly, and a qualitative analysis was made on them. The connections show how knowledge sharing can be used as a medium to help unemployed graduates to get jobs through online recruitment agencies. An online recruitment agency can help fresh graduates to find good jobs because most of the agencies have thousands of corporate clients. High quality candidates must have good soft skills, problem-solving skills and employable value-added skills to get the best jobs. This study will look at how far online recruitment agencies can better assist new graduates to get the best job for them. The findings will be expressed as qualitative results from the two online recruitment agencies researched as the case studies for the paper. From these case studies, the findings will contribute to the ongoing study on how to implement knowledge sharing among undergraduates after they finished their studies

Knowledge by Narratives: On the Methodology of Stump’s Defence

Eleonore Stump claims in her book "Wandering in Darkness" that the problem of evil can be solved best by the help of narratives. This - so Stump - is due to the fact that narratives allow one to get a general view about relevant parts of the discussion of suffering. In this context she distinguishes the more detailed view of the discussion from a more general one by two different modes of cognition: the mode of gathering "knowledge that" and that one of gathering "knowledge how". Knowledge by narratives is a subcategory of the last-mentioned one. In the paper I argue for the thesis that this distinction is not really crucial for Stump's argumentation and that in fact only "knowledge that" is relevant for her proposed solution

Epistemological Implications of Relativism

Relativists about knowledge ascriptions think that whether a particular use of a knowledge-ascribing sentence, e.g., “Keith knows that the bank is open” is true depends on the epistemic standards at play in the assessor’s context—viz., the context in which the knowledge ascription is being as- sessed for truth or falsity. Given that the very same knowledge-ascription can be assessed for truth or falsity from indefinitely many perspectives, relativism has a striking consequence. When I ascribe knowledge to someone (e.g., when I say that, at a particular time, “Keith knows that the bank is open”), what I’ve said does not get a truth-value absolutely, but only relatively. If this semantic thesis about the word “knows” and its cognates is true, what implications would this have for epistemology, the philosophical theory of knowledge? e present aim will be to engage with this mostly unexplored question, and then to consider how the epistemological conclusions drawn might bear on the plausibility of a relativist semantics for “knows”

The CKC Challenge: Exploring Tools for Collaborative Knowledge Construction

The great success of Web 2.0 is mainly fuelled by an infrastructure that allows web users to create, share, tag, and connect content and knowledge easily. The tools for developing structured knowledge in this manner have started to appear as well. However, there are few, if any, user studies that are aimed at understanding what users expect from such tools, what works and what doesn't. We organized the Collaborative Knowledge Construction (CKC) Challenge to assess the state of the art for the tools that support collaborative processes for creation of various forms of structured knowledge. The goal of the Challenge was to get users to try out different tools and to learn what users expect from such tools /features that users need, features that they like or dislike. The Challenge task was to construct structured knowledge for a portal that would provide information about research. The Challenge design contained several incentives for users to participate. Forty-nine users registered for the Challenge; thirty three of them participated actively by using the tools. We collected extensive feedback from the users where they discussed their thoughts on all the tools that they tried. In this paper, we present the results of the Challenge, discuss the features that users expect from tools for collaborative knowledge constructions, the features on which Challenge participants disagreed, and the lessons that we learned