Levelling the Analysis of Knowledge via Methodological Scepticism

ABSTRACT: In this essay I provide one methodology that yields the level of analysis of an alleged knowledge-claim under investigation via its relations to varying gradations of scepticism. Each proposed knowledge-claim possesses a specified relationship with: (i) a globally sceptical argument; (ii) the least sceptical but successful argument that casts it into doubt; and (iii) the most sceptical yet unsuccessful argument, which is conceivably hypothesized to repudiate it but fails to do so. Yielding this specified set of relations, by means of proceeding from global scepticism to (ii) and (iii), increases the chances of identifying the highest evaluative relevancy of the levels of analysis and observation of an alleged knowledge-claim. I argue that the failure to analyse and derive a difference between (i) and (ii) with respect to an alleged knowledge-claim signifies that the claim is grounded within the theoretical framework itself, that the claim lacks specification with regard to content that is analysable via that framework, and the claim is dubious insofar as alternative theoretic frameworks may present greater relevancy to levels of observation. KEYWORDS: knowledge, scepticism, perception, level of observation, magnification level, methodological scepticis

A Case for Geology

Geology suffers from two enduring stereotypes. The first stereotype is that geology is about rocks and minerals, period. It is true that the materials, the configurations of matter, studied in geology are largely rocks and minerals, but the study of geology goes much further than this simple intention. It has a lot more to say about the world in which we live than just a study of earth materials. The second stereotype concerns the reasons one should study geology. Many persons, including not a few professional geologists, regard geology\u27s role in society as limited to the finding and producing of raw materials to feed the economic system. This is a vitally important role for geology to play, and it is one which provides employment for many geologists, but the purposes of geology transcend its economic utility. If the purpose of teaching geology were only to include the study of a larger array of natural objects (rocks and minerals and such) or to provide vocational training for those engaged in resource-gathering, the case for the subject would be much weaker. Geology, however, provides insights and intellectual experiences unique to this field of science. Why should we study the earth? Why should we teach about the Earth

Embedded Training for Complex Information Systems

One approach to providing affordable operator training in the workplace is to augment applications with intelligent embedded training systems (ETS). Intelligent embedded training is highly interactive: trainees practice realistic problem-solving tasks on the prime application with guidance and feedback from the training system. This article makes three contributions to the theory and technology of ETS design. First, we describe a framework based on Norman’s “stages of user activity” model for defining the instructional objectives of an ETS. Second, we demonstrate a non-invasive approach to instrumenting software applications, thereby enabling them to collaborate with an ETS. Third, we describe a method for interpreting observed user behavior during problem solving, and using that information to provide task-oriented hints on demand

The Architecture of a Cooperative Respondent

If natural language question-answering (NLQA) systems are to be truly effective and useful, they must respond to queries cooperatively, recognizing and accommodating in their replies a questioner\u27s goals, plans, and needs. Transcripts of natural dialogue demonstrate that cooperative responses typically combine several communicative acts: a question may be answered, a misconception identified, an alternative course of action described and justified. This project concerns the design of cooperative response generation systems, NLQA systems that are able to provide integrated cooperative responses. Two questions must be answered before a cooperative NLQA system can be built. First, what are the reasoning mechanisms that underlie cooperative response generation? In partial reply, I argue that plan evaluation is an important step in the process of selecting a cooperative response, and describe several tests that may usefully be applied to inferred plans. The second question is this: what is an appropriate architecture for cooperative NLQA (CNLQA) systems? I propose a four-level decomposition of the cooperative response generation process and then present a suitable CNLQA system architecture based on the blackboard model of problem solving

Observations on the Relationships Between Population Changes, Tax Rates and Levels of Debt

This report is intentionally characterized as Observations in its title. It does not pretend to be a definitive analytical study that leads to unshakable or hard conclusions. It is exactly what it claims to be, i.e. observations . This does not mean that it cannot be useful. The intent was to present appropriate information in a way that will facilitate a better understanding of an important and complex subject. The purpose was to provide a factual basis for considering the relationships between population growth, local property taxes and levels of debt in Tennessee cities and counties

Mother--First Room

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Degradation of Algal Palynomorphs on 34-yr-old Microscope Slides

Reexamination of 34-yr-old microscope slides of palynological preparations reveals the loss and degradation of algal palynomorphs, in particular the green alga Pediastrum and the desmid Pleurotaenium. Results from this study suggest that great caution should be used when referring co archived palynological slides