Probabilistic Knowledge as Objective Knowledge in Quantum Mechanics: Potential Powers Instead of Actual Properties

In classical physics, probabilistic or statistical knowledge has been always related to ignorance or inaccurate subjective knowledge about an actual state of affairs. This idea has been extended to quantum mechanics through a completely incoherent interpretation of the Fermi-Dirac and Bose-Einstein statistics in terms of "strange" quantum particles. This interpretation, naturalized through a widespread "way of speaking" in the physics community, contradicts Born's physical account of {\Psi} as a "probability wave" which provides statistical information about outcomes that, in fact, cannot be interpreted in terms of 'ignorance about an actual state of affairs'. In the present paper we discuss how the metaphysics of actuality has played an essential role in limiting the possibilities of understating things differently. We propose instead a metaphysical scheme in terms of powers with definite potentia which allows us to consider quantum probability in a new light, namely, as providing objective knowledge about a potential state of affairs.Comment: 35 pages, no figures. To be published in Probing the Meaning of Quantum Mechanics, D. Aerts, C. de Ronde, H. Freytes and R. Giuntini (Eds.), World Scientific, Singapore, forthcoming. More comments welcome

Organizational Behavior: Production of Knowledge for Action in the World of Practice

If a policy is a solution, “actionable knowledge is the actual behavior required to implement the solution

Knowledge Representation with Ontologies: The Present and Future

Recently, we have seen an explosion of interest in ontologies as artifacts to represent human knowledge and as critical components in knowledge management, the semantic Web, business-to-business applications, and several other application areas. Various research communities commonly assume that ontologies are the appropriate modeling structure for representing knowledge. However, little discussion has occurred regarding the actual range of knowledge an ontology can successfully represent

See No Fiduciary, Hear No Fiduciary: A Lawyer’s Knowledge Within Aiding and Abetting Fiduciary Breach Claims

Fiduciary liability for attorney conduct generally extends only to direct clients of legal services. Over the last few decades, however, the lawyer’s role has expanded. Following this trend, fiduciary liability also has expanded to allow third-party claims in certain limited circumstances. One example is the attorney aiding and abetting a client’s fiduciary breach claim. One of the key requirements for liability under this claim is the attorney’s knowledge of his client’s fiduciary relationship with the third party alleging the breach. Within those jurisdictions that have accepted the claim, there are two approaches to the knowledge element. The first is the constructive knowledge standard that permits liability if the attorney knew or reasonably should have known of the fiduciary relationship. The second approach is the actual knowledge standard that requires overt and obvious evidence of fiduciary knowledge. In addition to these standards, a third approach ignores the knowledge element entirely: the qualified immunity standard that protects attorneys against third-party liability as long as the conduct falls within an attorney-client relationship. This Note argues for the rejection of constructive knowledge and adoption of either the qualified immunity or actual knowledge standard for numerous doctrinal and policy reasons while maintaining the claim’s original policy goals

E-LEARNING STRATEGIES IN THE CONTEXT OF KNOWLEDGE SOCIETY

Given the actual society, called often knowledge society, most organizations are experimenting with some form of computer-assisted instruction, in order to train their employees. This article presents briefly the main characteristics of the knowledge society and of the e-learning systems, and how these two concepts interact and affect each other. Also, there are identified the most important informatics technologies which can be used in the e-learning applications. In order to analyze the actual e-learning systems, some of them are identified and compared based on various criteria.e-learning, Web Based Training, Knowledge Society, informatics technologies

Restoring balance : how history tilts the scales against privacy : an actor-network theory investigation.

In this paper we problematize the metaphor of balance employed in the area of information privacy. Using Actor-Network Theory we conduct an historical investigation into the continuous release of the same personal data over the course of eight decades. Through the examination of actual enactments of balance over time we find that, in practice, balancing acts are conducted at local levels by local actor-networks within organizations, with limited overall organizational knowledge, raising challenges around interpreting statements made by organizational spokespersons. We also find a surprising lack of knowledge possessed by these local actor-networks about what is subsequently done with personal data and the extent to which networks that extend beyond the organization gravitate towards and form around available data. Through tracing and revealing this historical Actor-Network Theory investigation provides a means of probing and examining actual acts of balance in the area of information privacy and, through revelation, aid in the creation of the possibility of bringing the act of balance more in line with the concept

Examining Pre-Service Teacher Candidates’ Sources and Levels of Knowledge about Autism Spectrum Disorders

This study was designed to identify what pre-service teacher candidates knew about autism spectrum disorder (ASD) and how they had acquired that knowledge in order to design more effective preparation courses. Teacher candidates (N=87) from three teacher preparation programs completed questionnaires during, or prior to, their first special education course. The findings indicate a relationship between sources of knowledge about ASD and actual levels of knowledge. Based on the findings, the authors argue that there is a need for coursework that focuses on effective intervention strategies and utilizes direct opportunities for teacher candidates to work with students with ASD

Using tasks to explore teacher knowledge in situation-specific contexts

This article was published in the journal, Journal of Mathematics Teacher Education [© Springer] and the original publication is available at www.springerlink.comResearch often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of x+x−1=0 of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore