677,694 research outputs found

    Attainable Knowledge

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    The article investigates an evidence-based semantics for epistemic logics in which pieces of evidence are interpreted as equivalence relations on the epistemic worlds. It is shown that the properties of knowledge obtained from potentially infinitely many pieces of evidence are described by modal logic S5. At the same time, the properties of knowledge obtained from only a finite number of pieces of evidence are described by modal logic S4. The main technical result is a sound and complete bi-modal logical system that describes properties of these two modalities and their interplay

    Assessing the contribution of shallow and deep knowledge sources for word sense disambiguation

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    Corpus-based techniques have proved to be very beneficial in the development of efficient and accurate approaches to word sense disambiguation (WSD) despite the fact that they generally represent relatively shallow knowledge. It has always been thought, however, that WSD could also benefit from deeper knowledge sources. We describe a novel approach to WSD using inductive logic programming to learn theories from first-order logic representations that allows corpus-based evidence to be combined with any kind of background knowledge. This approach has been shown to be effective over several disambiguation tasks using a combination of deep and shallow knowledge sources. Is it important to understand the contribution of the various knowledge sources used in such a system. This paper investigates the contribution of nine knowledge sources to the performance of the disambiguation models produced for the SemEval-2007 English lexical sample task. The outcome of this analysis will assist future work on WSD in concentrating on the most useful knowledge sources

    A Four-Valued Dynamic Epistemic Logic

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    Epistemic logic is usually employed to model two aspects of a situation: the factual and the epistemic aspects. Truth, however, is not always attainable, and in many cases we are forced to reason only with whatever information is available to us. In this paper, we will explore a four-valued epistemic logic designed to deal with these situations, where agents have only knowledge about the available information (or evidence), which can be incomplete or conflicting, but not explicitly about facts. This layer of available information or evidence, which is the object of the agents' knowledge, can be seen as a database. By adopting this sceptical posture in our semantics, we prepare the ground for logics where the notion of knowledge-or more appropriately, belief-is entirely based on evidence. The technical results include a set of reduction axioms for public announcements, correspondence proofs, and a complete tableau system. In summary, our contributions are twofold: on the one hand we present an intuition and possible application for many-valued modal logics, and on the other hand we develop a logic that models the dynamics of evidence in a simple and intuitively clear fashion

    Lessons learned: structuring knowledge codification and abstraction to provide meaningful information for learning

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    Purpose – To increase the spread and reuse of lessons learned (LLs), the purpose of this paper is to develop a standardised information structure to facilitate concise capture of the critical elements needed to engage secondary learners and help them apply lessons to their contexts. Design/methodology/approach – Three workshops with industry practitioners, an analysis of over 60 actual lessons from private and public sector organisations and seven practitioner interviews provided evidence of actual practice. Design science was used to develop a repeatable/consistent information model of LL content/structure. Workshop analysis and theory provided the coding template. Situation theory and normative analysis were used to define the knowledge and rule logic to standardise fields. Findings – Comparing evidence from practice against theoretical prescriptions in the literature highlighted important enhancements to the standard LL model. These were a consistent/concise rule and context structure, appropriate emotional language, reuse and control criteria to ensure lessons were transferrable and reusable in new situations. Research limitations/implications – Findings are based on a limited sample. Long-term benefits of standardisation and use need further research. A larger sample/longitudinal usage study is planned. Practical implications – The implementation of the LL structure was well-received in one government user site and other industry user sites are pending. Practitioners validated the design logic for improving capture and reuse of lessons to render themeasily translatable to a new learner’s context. Originality/value – The new LL structure is uniquely grounded in user needs, developed from existing best practice and is an original application of normative and situation theory to provide consistent rule logic for context/content structure

    Using collaborative logic analysis evaluation to test the program theory of an intensive interdisciplinary pain treatment for youth with pain‐related disability

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    Abstract : Pediatric pain rehabilitation programs are complex and involve multiple stakeholders. Mapping the program components to its anticipated outcomes (i.e., its theory) can be difficult and requires stakeholder engagement. Evidence is lacking however on how best to engage them. Logic analysis, a theory-based evaluation, which tests the coherence of a program’s theory using scientific evidence and experiential knowledge, may hold some promise. Its use is rare in pediatric pain rehabilitation and few methodological details are available. This article provides a description of a collaborative logic analysis methodology used as the first step in the evaluation of an intensive interdisciplinary pain treatment program designed for youth with pain-related disability. A three-step direct logic analysis process was used. A 13-member expert panel, composed of clinicians, teachers, managers, youth with pain-related disability and their parents were engaged in each step. First, a logic model was constructed through document analysis, expert panel surveys and focus-group discussions. Then, a scoping review, focused on pediatric self-management, building self-efficacy, and fostering participation helped create a conceptual framework. Finally, an examination of the logic model against the conceptual framework by the expert panel followed, and recommendations were formulated. Overall, the collaborative logic analysis process helped raised awareness of clinicians’ assumptions about the program causal mechanism, identified program components most valued by youth and their parents; and recognized the program features supported by scientific and experiential knowledge, detected gaps and highlighted emerging trends. In addition to proving a consumer-focused program evaluation option, collaborative logic analysis methodology holds promise as a novel strategy to engage stakeholders and to translate pediatric pain rehabilitation evaluation research knowledge to key stakeholders
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