- Apr 2022
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super-memory.com super-memory.com
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It shouldn't escape the mnemonists' attention that while Wozniak recognizes some basic attributes of memory and mnemonics, he obviously isn't steeped in the traditions of the art of memory. Specifically he doesn't seem to be aware of associative methods beyond peg systems and some low level basics which he's come across via Tony Buzan. He's also missing the major system and the method of loci in general. However, when looking at his list of "Twenty rules of formulating knowledge", the majority of the items on the list are either heavily informed by the memory canon within classical rhetoric. Some of the items on the list actually move in an opposite direction from good memory principles (his admonitions against sets and enumeration), but it's because Wozniak is explicitly missing some of the basic mnemotechnical tools.
Have any writers on space repetition gone beyond Wozniak's state of the art with respect to mnemotechniques before?
I had started it and lost it due to a technical glitch, but it might be worth highlighting the places where Wozniak's list either directly dovetails or diverges from the arts of memory. His list could be dramatically improved and compressed by brining it closer in line with the fourth canon of rhetoric.
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Personalized examples are very resistant to interference and can greatly reduce your learning time
Creating links to one's own personal context can help one to both learn and retain new material.
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In the example below you will save time if you use a personal reference rather than trying to paint a picture that would aptly illustrate the question
More closely associating new ideas to one's own personal life helps to create and expand the context of the learning to what one already knows.
Within the context of Bloom's Taxonomy, doing this shows that one understands and is already applying and even doing a bit of creating, at least internally.
Should 'understanding' come before 'remembering' in Bloom's taxonomy? That seems more logical to me.
Bloom's Taxonomy mirrors the zettelkasten method
(Recall Bloom's Taxonomy: remember, understand, apply, analyze, evaluate, create)
One needs to be able to generally understand an idea(s) to be able to write it down clearly in one's own words. Regular work within a zettelkasten helps to reinforce memory of ideas for understanding and retention. Applying the knowledge to other situations happens almost naturally with the combinatorial creativity that occurs within a zettelkasten. Analysis is heavily encouraged as one takes new information and links it to prior knowledge and ideas; this is also concurrent with the application of knowledge. Being able to compare and contrast two ideas on separate cards is also part of the analysis portions of Bloom's taxonomy which also leads into the evaluation phase. Finally, one of the most important reasons for keeping a zettelkasten is to use it to generate or create new ideas and thoughts and then write them down in articles, books, or other media in a clear and justified manner.
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One of the most effective ways of enhancing memories is to provide them with a link to your personal life.
Personalizing ideas using existing memories is a method of brining new knowledge into one's own personal context and making them easier to remember.
link this to: - the pedagogical idea of context shifting as a means of learning - cards about reframing ideas into one's own words when taking notes
There is a solid group of cards around these areas of learning.
Random thought: Personal learning networks put one into a regular milieu of people who are talking and thinking about topics of interest to the learner. Regular discussions with these people helps one's associative memory by tying the ideas into this context of people with relation to the same topic. Humans are exceedingly good at knowing and responding to social relationships and within a personal learning network, these ties help to create context on an interpersonal level, but also provide scaffolding for the ideas and learning that one hopes to do. These features will tend to reinforce each other over time.
On the flip side of the coin there is anecdotal evidence of friends taking courses together because of their personal relationships rather than their interest in the particular topics.
Tags
- learning
- mnemotechnics
- social ties
- pedagogy
- context shifting
- formulating knowledge
- personal knowledge management
- associative memory
- rhetoric
- knowledge scaffolding
- personal learning network
- Piotr Wozniak
- Bloom's taxonomy
- fourth canon of rhetoric
- Twenty rules of formulating knowledge
- Tony Buzan
- context
- psychology
- pedagogical devices
- SuperMemo
- note taking
- personal context
- learning how to learn
Annotators
URL
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controlaltbackspace.org controlaltbackspace.org
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A word of warning before you go import-crazy, though: cards you create yourself are invariably better than cards you import, even if the person who shared them is a spaced-repetition expert (which they usually are not). The act of making the cards helps you learn them, plus you won’t be creating any cards that you don’t care about, and you can use personal references on them. Further, importing large quantities of cards often tempts you to try to memorize information you don’t fully understand, which can waste immense amounts of time. That probably sounds like such a dumb idea you would never do it, but it’s so common I guarantee you’ve done it at some point in your life – it’s surprisingly difficult to notice it’s happening.
The best space repetition decks are ones the learner has created for themselves. Creating the cards yourself will act as a first layer of repetition, but it will help you fashion them in your own words and in a way that best dovetails how the information fits into your scaffold of existing information. By creating your own cards, you're more likely to do so for information you're most interested in . Importing cards from others defeats these benefits and increases the likelihood that you'll create a mound of material that is both uninteresting as well as material one doesn't have pre-existing scaffolding for.
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- Mar 2022
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kanjun.me kanjun.me
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There are some additional interesting questions here, like: how do you get to the edge quickly? How do you do that across multiple fields? What do you do if the field seems misdirected, like much of psychology?
- How do you get to the edge quickly?
I think this is where literature mapping tools come in handy. With such a tool, you can see how the literature is connected and which papers are closer to the edge of understanding. Some tools on this point include Connected Papers, Inciteful, Scite, Litmaps, and Open Knowledge Maps.
- How do you do that across multiple fields?
I think this requires taking an X-disciplinary approach that teeters on multiple disciplines.
- What do you do if the field seems misdirected, like much of psychology?
Good question. It is hard to re-orient a field unless you can find a good reason (e.g., a crisis) for a paradigm shift. I think Kuhn's writing on [The Structure of Scientific Revolutions(https://www.uky.edu/~eushe2/Pajares/Kuhn.html) may be relevant here.
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www.elizabethfilips.com www.elizabethfilips.com
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MY LECTURE NOTES
Elizabeth Filips has digital versions of medical school notes online. She's drawn them (in software) by hand with color and occasional doodles in them (there's an image of Einstein's head with an E=mc^2 under it on one page) which makes them more memorable for having made them in the first place, but with the color and the pictures, they act as a memory palace.
I've found no evidence (yet) that she's using direct mnemonics or that she's been specifically trained in the method of loci or other techniques. This doesn't, however, mean that she's not tangentially using them without knowing about them explicitly.
One would suspect that this sort of evolutionary movement towards such techniques would have been how they evolved in the first place.
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For Aboriginal Australians,its importance is recognised by its position at the centre of thenational Aboriginal flag, developed in 1971 by Luritja artist HaroldThomas.
The Aboriginal flag was developed in 1971 by Luritja artist Harold Thomas. Centering its importance to Aboriginal Australians, the sun appears in the middle of the flag.
It's subtle here, as in other instances, but notice that Hamacher gives the citation to the Indigenous artist that developed the flag and simultaneously underlines the source of visual information that is associated with the flag and the sun. It's not just the knowledge of the two things which are associated to each other, but they're also both associated with a person who is that source of knowledge.
Is this three-way association common in all Indigenous cultures? While names may be tricky for some, the visual image of a particular person's face, body, and presence is usually very memorable and thereby easy to attach to various forms of knowledge.
Does the person/source of knowledge form or act like an 'oral folder' for Indigenous knowledge?
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Everything is related. Everything is connected.
Everything is connected. And isn't this just as it should be with respect to knowledge?
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Indigenous astronomy focuses on the empirical, scientificlayers of this knowledge, and Traditions refer to the social practices,cultural activities, and methods of transmitting and applying thisknowledge.
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Star knowledge is the body of knowledge aboutthe celestial realm and how it relates to a people, their land and theirculture.
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UNESCO broadly defines Indigenous Knowledge as ‘theunderstandings, skills and philosophies developed by [Indigenous]cultures and societies with long histories of interaction with theirnatural surroundings’.
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Who were the world’s first astronomers? The answer typicallyincludes scientists such as Galileo, Nicolaus Copernicus, or ancientcivilisations that gave birth to what we consider Western science,such as Sumer in Mesopotamia.
Given the predominantly non-literate civilizations that comprised the ancient Near East, I've been wondering about how they may have actually been closer to Indigenous cultures than they are to more modern, literate Western culture.
Perhaps he shouldn't dismiss them so readily here, but rather tie them more directly into his broader thesis.
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Peter Eseli of Mabuiag Island (known locally as Mabuyag)in the western Torres Strait began writing down traditional knowledgein the Kala Lagau Ya language in the early twentieth century. By1939, Eseli had amassed a 77-page manuscript, complete withdrawings, songs and genealogies as well as a wealth of starknowledge, some of which is included in this book. He continuedadding to it until his death in 1958. His manuscript was latertranslated into English.
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Professor Mātāmua’s 2017 book, Matariki: The star of the year.
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In 1898, Māori man Te Kōkau and his son, Rāwairi Te Kōkau,began recording traditional star knowledge in the Māori language.After 35 years, they had amassed a 400-page manuscript that
contained over a thousand star names. Rāwairi passed the manuscript to his grandson, Timi Rāwairi. In 1995, Timi’s own grandson asked him about Matariki, a celebration that kicks off the Māori new year, heralded by the dawn rising of the Pleiades star cluster. Timi went to a cupboard, pulled out the manuscript and handed it to his grandson, Rangi Mātāmua.
Was it partially coincidence that this knowledge was written down and passed on within the family or because of the primacy of the knowledge within the culture that helped to save in spanning from orality into literacy?
What other examples might exist along these lines to provide evidence for the passing of knowledge at the border of orality and literacy?
Link this to ideas about the border of orality and literacy in Welsh and Irish.
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Given the importance of star knowledge to the survivalof people and the thriving of culture, the role of an astronomer isgenerally considered one of the most prestigious and sacred roles inIndigenous societies.
Star knowledge can be some of the most important social knowledge with respect to Indigenous peoples and as a result astronomers are some of the most prestigious and sacred roles in these societies.
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This hierarchical system ensures accuracy, rigour and competencyof information.
Hierarchical systems of knowledge in Indigenous cultures helps to ensure rigor, competency, and most importantly accuracy of knowledge passed down from generation to generation.
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In FirstNations, astronomers are the keepers of knowledge that informsnearly every facet of life and culture.
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Indigenous science has long been rejected without consideration,overlooked, or exploited without recognition by powerful Westerninterests. Bio-piracy sees Indigenous Knowledge of plants stolen andpatented for use in the food, cosmetic and pharmaceutical industrieswith little or no recognition or recompense. Indigenous starknowledge has been ignored, even when that knowledge clearlyexisted long before the ‘discoveries’ of Western science.
Indigenous knowledge has been broadly ignored, rejected, and even exploited without any recognition by Western colonizers. Examples of appropriation include knowledge of plants patented for use in food, medicine, and cosmetics.
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Wanta JampijinpaPatrick, a Warlpiri Elder, teaches that north corresponds to ‘Law’,south to ‘ceremony’, west to ‘language’ and east to ‘skin’. ‘Country’lies at the intersection of these directions, at the centre of thecompass: Westerners conceptualise it as ‘here’.
In Warlpiri, the cardinal directions of north, south, east and west associatively correspond with the ideas of "Law", "ceremony", "skin", and "language" respectively. The idea of "Country" lies at the center of these directions in a space that Westerners would describe as "here".
This directional set up underlines the value of each of the related concepts and provides pride of place to "Country" and one's being "in Country".
Compare these with the Japanese pattern of こ (ko), そ (so), あ (a), ど (do) which describe a location with respect to the speaker.
Western readers should notice here, that the author centers the name and position of the origin of this knowledge at the start of the sentence. While it is associated with him, it is also certainly associated with all his preceding ancestors and Elders who passed this information down.
One might suspect that this practice isn't as common with base-level cultural knowledge, but that it becomes more important at succeeding levels of intimate area-based restricted knowledge. Placing the origin of the knowledge here at a more basic level of knowledge may help to instruct Western readers slowly and more surely understand how this foreign culture works.
How closely does this practice generally look like the Western idea of citing one's sources which only evolved slowly over history and became more common with the flood of information in the 1500s?
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Science is something anyone can do, and everyone has done. Theprocess on paper is simple: closely observe the world, test what you learn,and transmit it to future generations. Just because Indigenous cultureshave done this without test tubes doesn’t make them unscientific—justdifferent.
Perhaps there's a clever dig here that she uses the phrase "on paper" here because most indigenous cultures have done these things orally!
quote from Dr. Annette S. Lee
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As Professor Rangi Mātāmua, a Māoriastronomy scholar, explains:Look at what our ancestors did to navigate here—you don’t do that onmyths and legends, you do that on science. I think there is empiricalscience embedded within traditional Māori knowledge ... but what they didto make it meaningful and have purpose is they encompassed it withincultural narratives and spirituality and belief systems, so it wasn’t just seenas this clinical part of society that was devoid of any other connection toour world, it was included into everything. To me, that cultural elementgives our science a completely new and deep and rich layer of meaning
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This would enable theElders to share their knowledge on their terms, and do so ascollaborators, not ‘research subjects’.
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All the knowledge provided by Elders in this book has beenapproved for public eyes. Higher, secret levels of knowledge exist,but they are not presented here.
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Mostof the knowledge shared in this book is what might be consideredthe ‘lower levels’, meaning it is equivalent to primary school intraditional cultures. Star knowledge is far more complex and in-depththan we discuss in this book, but even this is a lot to absorb.
This is a strong example of the sort of erasure that happens with colonial cultures invading indigenous spaces. The invading colonizers don't realize how in-depth the indigenous knowledge is, how it's structured, or how to earn it through initiation processes, so they discard it and dismiss it.
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When profound ideas are introduced to theworld for the first time, our world is fundamentally changed and theprevious understandings consigned to history. There are those whocontinue to deny the intelligence and scientific traditions ofIndigenous people. The idea that the only true science is that ofWestern thinking must be consigned to history. Those who read thisbook will understand why.
This is a great pull quote for the book, particularly for Westerners.
However, these ideas are not being introduced to the "world" for the first time, they've long lived in indigenous cultures. We should be more pointed in underlining that they're being introduced to the "Western World" for the first time. These ideas should take up their own space in the pantheon of intellectual history.
Tags
- traditions
- Harold Thomas
- spirituality
- indigenous peoples
- orality vs. literacy
- in Country
- intellectual history
- belief systems
- Warlpiri
- Mesopotamia
- relative motion
- appropriation
- oral folders
- orality
- personal knowledge management
- food
- associative memory
- Sumeria
- quotes
- Indigenous art
- sociology
- indigenous knowledge
- respect
- levels of indigenous knowledge
- restricted knowledge
- links
- cosmetics
- citations
- definitions
- philosophy
- science
- cultural narratives
- sun
- information theory
- Indigenous astronomy
- examples
- pharmaceutical industry
- astronomy
- hierarchies
- anthropology
- star knowledge
- colonialism
- location
- ancient Near East
- pharmaceuticals
- bi-directional links
- approval of Elders
- history of information
- erasure
- Aboriginal flag
- Indigenous citations
- UNESCO
- cardinal directions
- want to read
- art
- orality on the border of literacy
- Japanese
- Indigenous science
- indigenous cultures
- Western culture
Annotators
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fs.blog fs.blog
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“See that bird? It’s a brown-throated thrush, but in Germany it’s called a halzenfugel, and in Chinese they call it a chung ling, and even if you know all those names for it, you still know nothing about the bird. You only know something about people: what they call the bird. Now that thrush sings, and teaches its young to fly, and flies so many miles away during the summer across the country, and nobody knows how it finds its way.”
Tags
Annotators
URL
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www.youtube.com www.youtube.com
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nura Gila indigenous Center at UNSW is working closely with Microsoft Research to incorporate indigenous 00:12:36 content into the world by telescope so we're creating interactive tours and all kinds of different materials to put in
Microsoft Research has create the World Wide Telescope (https://www.microsoft.com/en-us/research/project/worldwide-telescope/), an interactive free astronomy software, which has a rich body of knowledge. The Nura Gili: Centre for Indigenous Programs at UNSW (https://www.indigenous.unsw.edu.au/) is working in concert with them to include Indigenous knowledge in the project.
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movement-ontology.brandazzle.net movement-ontology.brandazzle.net
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https://movement-ontology.brandazzle.net/docs/introduction/#how-do-i-use-it
Built using Markdown text files and PDFs using Obsidian, versioned through GitHub, and connected to a website through Netlify and Peter Yuen's Zola site project.
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every.to every.to
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We’re building a knowledge base, so if one writer collects information for an article, their research is made available to the other writers in the collective.
How does one equitably and logically build a communally shared knowledge base for a for-profit space?
How might a communal zettelkasten work? A solid index for creating links between pieces is incredibly important here, but who does this work? How is it valued?
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twitter.com twitter.com
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Dr Ellie Murray, ScD. (2022, January 6). School & university administrators, as you grapple with this week’s decisions, spare some time to think about how to delay next January’s start date to Jan 16 2022. Do you need to extend into summer? Change course lengths? Figure it out because this is going to happen again! [Tweet]. @epiellie. https://twitter.com/epiellie/status/1478921243961274370
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en.wikipedia.org en.wikipedia.org
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An early example of a timber circle witnessed by Europeans was recorded by watercolor artist John White in July 1585 when he visited the Algonquian village of Secotan in North Carolina. White was the artist-illustrator and mapmaker for the Roanoke Colony expedition sent by Sir Walter Raleigh to begin the first attempts at British colonization of the Americas.[2] White's works represent the sole-surviving visual record of the native inhabitants of the Americas as encountered by England's first colonizers on the Atlantic seaboard.[3] White's watercolor and the writings of the chronicler who accompanied him, Thomas Harriot, describes a great religious festival, possibly the Green Corn ceremony, with participants holding a ceremonial dance at a timber circle. The posts of the circle were carved with faces. Harriot noted that many of the participants had come from surrounding villages and that "every man attyred in the most strange fashion they can devise havinge certayne marks on the backs to declare of what place they bee." and that "Three of the fayrest Virgins" danced around a central post at the center of the timber circle.[4]
Artist, illustrator and mapmaker John White painted a watercolor in July 1585 of a group of Native Americans in the Secotan village in North America. Both he and chronicler Thomas Harriot described a gathering of Indigenous peoples gathered in the Algonquian village as part of Sir Walter Raleigh's Roanoke Colony expedition. They describe a festival with participants holding a dance at a timber circle, the posts of which were carved with with faces.
Harriot wrote that participants had come from surrounding villages and that "every man attyred in the most strange fashion they can devise havinge certayne marks on the backs to declare of what place they bee."
This evidence would generally support some of Lynne Kelly's thesis in Knowledge and Power. A group of neighboring peoples gathering, possibly for the Green Corn Ceremony, ostensibly to strengthen social ties and potentially to strengthen and trade knowledge.
Would we also see others of her list of markers in the area?
Read references: - Daniels, Dennis F. "John White". NCpedia. Retrieved 2017-12-19. - Tucker, Abigal (December 2008). "Sketching the Earliest Views of the New World". Smithsonian Magazine. Retrieved 2017-12-19. - "A Selection of John White's Watercolors : A festive dance". Encyclopedia Virginia. Retrieved 2017-12-19.
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www.haaretz.com www.haaretz.com
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Cities in Israel named after Semitic gods of the ancient Near East.
Jerusalem was likely originally Ir Shalem ('The City of Shalem') because the central shrine was dedicated to the Canaanite god Shalem, aka Salem, the personification of the Evening Star.
Shahar, the twin brother of Shalem, was the personification of the Morning Star and was presumably the tutelary god of Zareth-Shahar. This town is in modern day central Jordan and was mentioned in Joshua 13:19.
While the original Zareth-Shahar didn't survive into modernity, another town dedicated to the same god may have existed on the southern shore of the Sea of Galilee at a site known by the Arabic name for the morning star. A kibbutz named Ayelet HaShachar was built there after 1915. Ayelet HaShachar is a poetic biblical term for the Morning Star (Psalms 22:1).
Jericho may have taken it's name from the tutelary god Yareakh, the moon god.
Similarly the site Beit Yarekh may attest to that moon god being worshiped there as well.
The sun god Shemesh may have created the eponymous names for cities Beth-Shemesh ('House of Shemesh', Joshua 15:10), En-Shemesh ('Spring of Shemesh", Joshua 15:7), and Ir-Shemesh ('City of Shemesh", Joshua 19:41). The modern day city Beit Shemesh was established in 1950 at a site with the Arabic place name 'Ain Shems which was believed to be the site of the ancient city Beth-Shemesh.
The storm god Baal is the root of cities including Kiryat Baal (Joshua 18:14), Baal Perazim (II Samuel 5:17), Gur Baal (II Chronicles 26:7), Baal-Gad (Joshua 11:17), Baal-Hermon (Judges 3:3), and Baal-Hazor (II Samuel 13:23). There are also cities Baal-Peor (Numbers 23:28) and Ball Shalishah (II Kings 4:42).
Canaanite god El was the tutelary god of the town Bethel mentioned frequently in the Old Testament including in Genesis 12:8. The Palestinian town Beitin is thought to be the site of the ancient Bethel. Beit El, an Israeli settlement, was created near it in 1977.
Dagon was the namesake of Beth Dagon (Joshua 15:41). It continued until 1948 when the Palestinian town Bayt Dajan was depopulated leading up to the Israeli War of Independence. The site is now an Israeli town called Beit Dagan.
Reshef, an ancient Semitic god from Elba and later identified with Apollo lent his name to the todays Arsuf, which is also known as Apollonia. During the Persian period, the Phoenicians had named a town there for Reshef.
Horon, possibly a desert god with power over animals and snakes, is the inspiration of Beth Horon (I Chronicles 7:24). A modern settlement Beit Horon was founded in 1977.
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www.haaretz.com www.haaretz.com
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The constellations’ positions in the night sky on significant dates, such as solstices and equinoxes, are mirrored in the alignments of the main structures at the compound, he found. Steles were “carefully placed within the temenos to mark the rising, zenith, or setting of the stars over the horizon,” he writes.
Phoenicians use of steles and local environment in conjunction with their astronomy fits the pattern of other uses of Indigenous orality and memory.
Link this example to other examples delineated by Lynne Kelly and others I've found in the ancient Near East.
How does this example potentially fit into the broader framework provided by Lynne Kelly? Are there differences?
Her thesis fits into a few particular cultural time periods, but what sorts of evidence should we expect to see culturally, socially, and economically when the initial conditions she set forth evolve beyond their original context? What should we expect to see in these cases and how to they relate to examples I've been finding in the ancient Near East?
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www.cs.umd.edu www.cs.umd.edu
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Future tools will provide standard ized learning streams to help novices perform basic tasks and scaffolding that wraps the tool with guidance as users acquire expertise. Experts will be able to record their insights for others and make macros to speed common tasks by novices.
We've been promised this for ages, but where is it? Shouldn't it be here by now if it were deliverable or actualizable?
What are the problems in solving this?
How might one automate the Markov monkey?
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Finding relevant information and understanding it well enough to integrate it into existing knowledge requires intense commitment and concentration.
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sorenbjornstad.com sorenbjornstad.com
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I also maintain a public Zettelkasten (others use the similar terms digital garden or second brain), in which I keep thoughts about everything under the sun. You can visit it to virtually “pick my brain” about some topic without bothering me, or to explore what I’m currently working on.
Soren Bjornstad has a public zettelkasten which is in the vein of a traditional one though he indicates that others might call it a digital garden or second brain. This shows the conflation of many of these terms.
What truly differentiates digital gardens from wikis and zettelkasten?
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news.ycombinator.com news.ycombinator.com
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My sense is that existing codebases don't actually contain all the information needed to truly comprehend them. The context the system runs in, and all the precise issues it guards against.
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- Feb 2022
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brainbaking.com brainbaking.com
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https://brainbaking.com/post/2021/10/are-digital-gardens-blogs/
We definitely need better definitions of digital gardens (public or otherwise) to delineate them from blogs, zettelkasten, wikis, social media, and other forms of information exchange.
Wouter Groeneveld describes some of his thoughts here.
Link to notes from https://collect.readwriterespond.com/are-digital-gardens-blogs/
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link.springer.com link.springer.com
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Dafür wird der Wissensgraph um geeignete Tools erweitert. DasTechnologiespektrum reicht hier je nach Strukturiertheitsgrad der Daten von Methodender semantischen Textanalyse (vgl. [6]) über das Parsen von regulären Ausdrücken(s. Abschn. 6.4.2) bis hin zum (teil)automatischen Mappen mithilfe von Transforma-tionsvokabularen (z. B. D2RQ in [7], R2RML)
Beispiel für eine KG-Erweiterung
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www.sigs-datacom.de www.sigs-datacom.de
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Verbesserungspotenzial im Bereich der Graph-Visualisierung, des Authorings von Ontologien und Regeln und der einfachen Anbindung weiterer Datenquellen.
Verbesserungspotential von EKGs
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Für eine noch schnellere Verbreitung im Unternehmensumfeld müssen die zugrunde liegenden Technologien jedoch zugänglicher für Nicht-Techniker werden.
Zukunft: Zugang für Nicht-Techniker
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Projektgraphen um die Fähigkeit erweitert, dem Projektleiter basierend auf seinen beschreibenden Texten relevante Themen und Technologien zur Übernahme vorzuschlagen.
Einsatz von Projektgraphen Erweiterung um die Fähigkeit, basierend auf seine beschreibenden Texten relevante Themen und Technologien zur Übernahme vorzuschlagen
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twitter.com twitter.com
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https://twitter.com/asakuru_note
A twitter account of a student tweeting about note taking and their practice.
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sci-hub.se sci-hub.se
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NLTK Spacy Paragraph extraction
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definition of comprehension.
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twitter.com twitter.com
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ReconfigBehSci. (2022, January 24). I do think that if we had systematically kept score the quality of the ‘advice’ dispensed on Twitter would have been much better [Tweet]. @i. https://twitter.com/i/web/status/1485592942156951552
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Local file Local file
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Der im Projekt „Smart Data Web“ erstellte öffentliche Teil des Wissensgraphen wurde zudem zum Aufbau eines Siemens-internen Corporate Knowledge Graphen genutzt. Dazu wurden relevante Teilmengen des öffentlichen Wissensgraphen extrahiert und in das ge-schützte Siemens- Netzwerk transferiert. Die internen Datenbanken von Siemens wurden nach RDF konvertiert und zusammen mit dem SDW KG in eine geschützte Datenbank geladen. Weiterhin wurden vom Anwendungsfall getriebene Abfragen erstellt, welche in-terne und offene Daten kombinieren. Der Corporate Knowledge Graph (CKG) ermöglicht eine einheitliche, konsistente und elegante Verknüpfung interner und externer Informatio-nen, ganz im Sinne einer „Enterprise-Intelligence“-Lösung. Über den CKG können Infor-mationen, im konkreten Fall zu Zulieferern, aggregiert und konsolidiert abgerufen und für die Einkaufsabteilungen von Siemens dargestellt werden. Dabei werden interne Kennzah-len, z. B. zum Projektvolumen und zu Bewertungen einzelner Lieferanten, mit aktuellen, automatisch gesammelten, firmen-, produkt- und standortbezogenen Ereignissen aus Nachrichten und anderen Textdatenquellen verknüpft, sodass die Anwender eine Gesamt-sicht auf entscheidungsrelevantes Wissen erhalten
Projekt „Smart Data Web“ Corporate Knowledge Graph (CKG) - ermöglicht eine einheitliche, konsistente und elegante Verknüpfung interner und externer Informationen, ganz im Sinne einer „Enterprise-Intelligence“-Lösung
Semantische Verknüpfung/Ontologie:
Dabei werden interne Kennzah- len, z. B. zum Projektvolumen und zu Bewertungen einzelner Lieferanten, mit aktuellen, automatisch gesammelten, firmen-, produkt- und standortbezogenen Ereignissen aus<br /> Nachrichten und anderen Textdatenquellen verknüpft
Potential: eine Gesamt- sicht auf entscheidungsrelevantes Wissen erhalten.
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Local file Local file
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Enterprise Knowledge Graphs (EKGs) mightbe considered as an embodiment of LED
Enterprise Knowledge Graphs (EKGs) als eine Verkörperung von LED
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Sören Auer
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The unified approachhas the advantage, that the enterprise has more control overthe data and quality, and the data querying is significantlyfaster.
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REFERENCES[1] C. Bizer, J. Lehmann, G. Kobilarov, S. Auer, C. Becker, R. Cyganiak,and S. Hellmann. Dbpedia-a crystallization point for the web of data.Web Semantics: science, services and agents on the world wide web,7(3):154–165, 2009.[2] D. Calvanese, M. Giese, D. Hovland, and M. Rezk. Ontology-basedintegration of cross-linked datasets. In Proceedings of the 14th Interna-tional Semantic Web Conference (ISWC). Springer, 2015.[3] X. Dong, E. Gabrilovich, G. Heitz, and W. Horn. Knowledge vault: Aweb-scale approach to probabilistic knowledge fusion. In Proceedingsof the 20th ACM SIGKDD international conference on Knowledgediscovery and data mining, pages 601–610, 2014.[4] P. Frischmuth, S. Auer, S. Tramp, J. Unbehauen, K. Holzweißig,and C. Marquardt. Towards linked data based enterprise informationintegration. In S. Coppens, K. Hammar, M. Knuth, and et al., editors,Proceedings of the Workshop on Semantic Web Enterprise Adoption andBest Practice (ISWC 2013), 2013. CEUR-WS.org, 2013.[5] R. Isele and C. Bizer. Active learning of expressive linkage rules usinggenetic programming. Web Semantics: Science, Services and Agents onthe World Wide Web, 23:2–15, 2013.[6] L. Masuch. Enterprise knowledge graph - one graph to connect themall. 2014.[7] P. N. Mendes, H. Mühleisen, and C. Bizer. Sieve: Linked data qualityassessment and fusion. In Proceedings of the 2012 Joint EDBT/ICDTWorkshops, pages 116–123, 2012.[8] J. Michelfeit, T. Knap, and M. Neˇcask `y. Linked data integration withconflicts. arXiv preprint arXiv:1410.7990, 2014.[9] A.-C. Ngonga Ngomo and S. Auer. Limes - a time-efficient approachfor large-scale link discovery on the web of data. In Proceedings ofIJCAI, 2011.[10] N. F. Noy. Semantic integration: a survey of ontology-based approaches.ACM Sigmod Record, 33(4):65–70, 2004.[11] T. Pellegrini, H. Sack, and S. Auer, editors. Linked Enterprise Data.X.media.press. Springer, 2014.[12] A. Schultz, A. Matteini, R. Isele, P. N. Mendes, C. Bizer, and C. Becker.Ldif-a framework for large-scale linked data integration. In 21stInternational World Wide Web Conference (WWW 2012), DevelopersTrack, Lyon, France, 2012.
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In general, a federated approach will be advan-tageous if the enterprise aims to continuously ingest updatesand new additions from public LOD sources.
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Nevertheless, acertain overhead for query expansion and entailment regimesis required.
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Enterprise Knowledge Graphs
The unified approach has the advantage, that the enterprise has more control over the data and quality, and the data querying is significantly faster.
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Enterprise Knowledge Graphs are the next stage in theevolution of knowledge management systems.
Enterprise Knowledge Graphs are the next stage in the evolution of knowledge management systems.
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ieeexplore.ieee.org ieeexplore.ieee.org
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Knowledge Graph Embedding: A Survey of Approaches and Applications
PDF zur Studie
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www.semanticscholar.org www.semanticscholar.org
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Knowledge graph (KG) embedding is to embed components of a KG including entities and relations into continuous vector spaces, so as to simplify the manipulation while preserving the inherent structure of the KG. It can benefit a variety of downstream tasks such as KG completion and relation extraction, and hence has quickly gained massive attention. In this article, we provide a systematic review of existing techniques, including not only the state-of-the-arts but also those with latest trends. Particularly, we make the review based on the type of information used in the embedding task. Techniques that conduct embedding using only facts observed in the KG are first introduced. We describe the overall framework, specific model design, typical training procedures, as well as pros and cons of such techniques. After that, we discuss techniques that further incorporate additional information besides facts. We focus specifically on the use of entity types, relation paths, textual descriptions, and logical rules. Finally, we briefly introduce how KG embedding can be applied to and benefit a wide variety of downstream tasks such as KG completion, relation extraction, question answering, and so forth.
Bei der Einbettung von Wissensgraphen (KG) werden die Komponenten eines KG, einschließlich Entitäten und Beziehungen, in kontinuierliche Vektorräume eingebettet, um die Bearbeitung zu vereinfachen und gleichzeitig die inhärente Struktur des KG zu erhalten. Sie kann für eine Vielzahl von nachgelagerten Aufgaben wie KG-Vervollständigung und Relationsextraktion von Nutzen sein und hat daher schnell große Aufmerksamkeit erlangt. In diesem Artikel geben wir einen systematischen Überblick über die vorhandenen Techniken, wobei wir nicht nur den aktuellen Stand der Technik, sondern auch die neuesten Trends berücksichtigen. Dabei wird insbesondere auf die Art der bei der Einbettung verwendeten Informationen eingegangen. Zunächst werden Techniken vorgestellt, die die Einbettung nur anhand der in der KG beobachteten Fakten durchführen. Wir beschreiben den allgemeinen Rahmen, das spezifische Modelldesign, typische Trainingsverfahren sowie die Vor- und Nachteile solcher Techniken. Danach werden Techniken diskutiert, die neben Fakten auch zusätzliche Informationen einbeziehen. Wir konzentrieren uns insbesondere auf die Verwendung von Entitätstypen, Beziehungspfaden, textuellen Beschreibungen und logischen Regeln. Abschließend stellen wir kurz vor, wie die KG-Einbettung auf eine Vielzahl von nachgelagerten Aufgaben wie KG-Vervollständigung, Beziehungsextraktion, Beantwortung von Fragen usw. angewendet werden kann und davon profitiert.
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www.semanticscholar.org www.semanticscholar.org
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Special Issue on Machine Learning and Knowledge Graphs
Machine Learning and Knowledge Graphs
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www.mkbergman.com www.mkbergman.com
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Practical guidance on KR, knowledge graphs, semantic technologies, and KBpedia
Titel: A knowledge representation practionary Autor: Michael K. Bergman
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Local file Local file
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These study guides, which neglect everything before a writingassignment is given, are a little bit like financial advisors who discusshow 65-year-olds can save for retirement. At this point you would bebetter off curbing your enthusiasm (which is exactly what one of themost often sold study guides in Germany recommends: first, loweryour expectations on quality and insight).
A side benefit of a growing set of notes as an academic is that one has a visible repository of knowledge and ideas as well as fascinating questions which, while they may reveal how much one doesn't know, it will make it apparent how much one does know and thereby mitigate one's feelings of imposter syndrome.
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sci-hub.se sci-hub.se
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All other knowledge representation is based (parasitic) on natural language
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psyarxiv.com psyarxiv.com
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Pauer, S., Rutjens, B., & Harreveld, F. van. (2022). Trust is good, control is better: The role of trust and personal control in response to risk. PsyArXiv. https://doi.org/10.31234/osf.io/dvb5x
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medium.datadriveninvestor.com medium.datadriveninvestor.com
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Words matter. Don't call your personal knowledge management system a "second brain" as it others something that is a part of you and your thinking.
(Not to mention that it's a marketing term for Tiago Forte's system. See: https://boffosocko.com/2021/07/03/differentiating-online-variations-of-the-commonplace-book-digital-gardens-wikis-zettlekasten-waste-books-florilegia-and-second-brains/#Second%20brain)
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learningaloud.com learningaloud.com
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Highlighting would be a crude form of knowledge telling. Knowledge transforming involves interpretation on the part of the content producer.
Scholars who study writing differentiate between knowledge telling and knowledge transforming.
Highlighting can be seen as a weak form of knowledge telling. It's a low level indicator that an idea is important, but doesn't even go so far as the reader strengthening the concept by restating the idea in their own words similar to the Feynman technique.
One could go steps further by not only restating it but transforming it and linking it into one's larger body of knowledge or extending into other contexts.
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- Jan 2022
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notes.linkingyourthinking.com notes.linkingyourthinking.com
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A Mental Squeeze Point is when your unsorted knowledge becomes so messy it overwhelms and discourages you. Either you are equipped with frameworks to overcome the squeeze point, or you are discouraged and possibly abandon your project.
Cross reference: https://hypothes.is/a/BuMcAnr4EeyxO-PwNBfPrg (Dan Allosso's analogy about the Kuiper Belt)
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eleanorkonik.com eleanorkonik.com
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For most people, the most efficient method to get a quality paper done is to sit down and write it. Short of a project like a dissertation, most people can handle the organization of an essay without a lot of front-loading. Predictably, then, kids start resenting being forced to outline for no reason. Ditto studying habits or notetaking; most of my “good” students hate taking notes because … why should they bother? They’re going to remember most of what they actually need to know without having to study, not least of which because they’re more likely to be tested on skills than knowledge.
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threadreaderapp.com threadreaderapp.com
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vocabularies.coar-repositories.org vocabularies.coar-repositories.org
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semanticstudios.com semanticstudios.com
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often the path to a good information architecture is better knowledge management
Better KM -> better IA
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medicalxpress.com medicalxpress.com
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Tsukuba, U. of. (n.d.). Vaccine hesitancy changes over time: Attitudes toward vaccines during the COVID-19 pandemic. Retrieved January 18, 2022, from https://medicalxpress.com/news/2022-01-vaccine-hesitancy-attitudes-vaccines-covid-.html
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fs.blog fs.blog
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learning doesn’t happen from skimming through a book or remembering enough to pass a test.
One of the biggest misconceptions is that learning occurs when we skim through a book or briefly just remember enough information for a test or exam. Changing our mindset from this way of thinking is the first step in the process of utilizing the Feynman technique
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With regret and second thoughts, they were finally compelled to admit that the order of knowledge does not necessarily mirror the order of nature.
I'll need some more research into this idea.
Early modern scholars were forced to admit that the order of knowledge doesn't mirror the order of nature.
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learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com
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Or, in Lallemant’s words: ‘I can say in truth that, asregards intelligence, they are in no wise inferior to Europeans and tothose who dwell in France. I would never have believed that, withoutinstruction, nature could have supplied a most ready and vigorouseloquence, which I have admired in many Hurons; or more clear-sightedness in public affairs, or a more discreet management inthings to which they are accustomed.’25
How do we go from such varied statements from Jesuits which entered the popular discourse to the complete erasure of this knowledge in subsequent generations. Was the greed for land and power so great?
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Even finding terms totranslate concepts like ‘lord’, ‘commandment’ or ‘obedience’ intoindigenous languages was extremely difficult; explaining theunderlying theological concepts, well-nigh impossible.
Example of the difficulty of translating words when the underlying concepts don't exist in a culture.
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www.goedel.io www.goedel.io
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https://www.goedel.io/p/tools-for-thought-but-not-for-search
Searching for two ingredients in an effort to find a recipe that will allow their use should be de rigueur in a personal knowledge manager, sadly it doesn't appear to be the case.
This sort of simple search not working in these tools is just silly.
They should be able to search across blocks, pages, and even provide graph views to help in this process. Where are all the overlaps of these words within one's database?
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twitter.com twitter.com
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Michael Ashcroft@m_ashcroft
Having a solid reason for "why" when beginning a personal knowledge management system is important.
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘T cell immunologist getting very upset at people arguing that high levels of transmission are a good thing’ / Twitter. (n.d.). Retrieved 12 January 2022, from https://twitter.com/SciBeh/status/1481178244678402048
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www.theguardian.com www.theguardian.com
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Davis, N., & correspondent, N. D. S. (2021, December 31). What do we know about the Omicron Covid variant so far? The Guardian. https://www.theguardian.com/world/2021/dec/31/what-do-we-know-about-the-omicron-covid-variant-so-far
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wiki.c2.com wiki.c2.com
- Dec 2021
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luhmann.surge.sh luhmann.surge.sh
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https://luhmann.surge.sh/learning-how-to-read
Learning How to Read by Niklas Luhmann
Not as dense as Mortimer J. Adler's advice, but differentiates reading technical material versus poetry and novels. Moves to the topic of some of the value of note taking as a means of progressive summarization which may have implications for better remembering material.
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commonplace.doubleloop.net commonplace.doubleloop.net
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psyarxiv.com psyarxiv.com
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Santos, H. C., Meyer, M., & Chabris, C. (2021). Reports of the Death of Expertise May Be Exaggerated: Limits on Knowledge Resistance in Health and Medicine. PsyArXiv. https://doi.org/10.31234/osf.io/6wy53
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www.nickang.com www.nickang.com
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www.nickang.com www.nickang.com
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www.sciencedirect.com www.sciencedirect.com
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Understanding the failure of internal knowledge markets: A framework for diagnosis and improvement
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“We assume that they feed everything to a giant fiery furnace.”
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learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com
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But we often find such regional networks developinglargely for the sake of creating friendly mutual relations, or having anexcuse to visit one another from time to time;33 and there are plentyof other possibilities that in no way resemble ‘trade’.
There is certainly social lubrication of visiting people from time to time which can help and advance societies, but this regular visiting can also be seen as a means of reinforcing one's oral cultural history through spaced repetition.
It can be seen as "trade" but in a way that anthropologists have generally ignored for lack of imagination for what may have been actually happening.
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Already tens of thousands of years ago, one can find evidence ofobjects – very often precious stones, shells or other items ofadornment – being moved around over enormous distances. Oftenthese were just the sort of objects that anthropologists would laterfind being used as ‘primitive currencies’ all over the world.
Is it also possible that these items may have served the purpose of mnemonic devices as a means of transporting (otherwise invisible) information from one area or culture to another?
Can we build evidence for this from the archaeological record?
Relate this to the idea of expanding the traditional "land, labor, capital" theory of economics to include "information" as a basic building block
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www.jstor.org www.jstor.org
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https://www.jstor.org/stable/26337970
Reviewed Work: Knowledge and Power in Prehistoric Societies: Orality, Memory, and the Transmission of Culture by LYNNE KELLY Review by: Asa R. https://www.jstor.org/stable/26337970
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www.newyorker.com www.newyorker.com
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Discussion is led by an instructor, but the instructor’s job is not to give the students a more informed understanding of the texts, or to train them in methods of interpretation, which is what would happen in a typical literature- or philosophy-department course. The instructor’s job is to help the students relate the texts to their own lives.
The format of many "great books" courses is to help students relate the texts to their own lives, not to have a better understanding of the books or to hone methods of interpreting them.
This isn't too dissimilar to the way that many Protestants are taught to apply the Bible to their daily lives.
Are students mis-applying the great books because they don't understand their original ideas and context the way many religious people do with the Bible?
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theconversation.com theconversation.com
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Schmid, P., & Lewandowsky, S. (n.d.). Tackling COVID disinformation with empathy and conversation. The Conversation. Retrieved December 15, 2021, from http://theconversation.com/tackling-covid-disinformation-with-empathy-and-conversation-173013
Tags
- social media
- motivational interviewing
- lang:en
- critical thinking
- scientific knowledge
- social distancing
- conversation
- vaccine
- exposure
- anti-vaccine
- Germany
- risk
- COVID denial
- infodemic
- COVID-19
- is:webpage
- conspiracy theory
- far-right
- disinformation
- empathy
- communication
- research
- misinformation
- compliance
- science
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Wu, L., Kittur, A., Youn, H., Milojević, S., Leahey, E., Fiore, S. M., & Ahn, Y. Y. (2021). Metrics and Mechanisms: Measuring the Unmeasurable in the Science of Science. ArXiv:2111.07250 [Physics]. http://arxiv.org/abs/2111.07250
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Simultaneously, there was a revival of the old art of excerpting and the use of commonplace books. Yet, the latter were perceived no longer as memory aids but as true secondary memo-ries. Scholars, in turn, became increasingly aware that to address the informa-tion overload produced by printing, the best solution was to train a card index instead of their own individual consciousness.
Another reason for the downfall of older Western memory traditions is the increased emphasis and focus on the use of commonplaces and commonplace books in the late 1400s onward.
Cross reference the popularity of manuals by Erasmus, Agricola, and Melanchthon.
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In short, the core hypothesis that I would like to explore is that there is nothing particularly surprising in the contemporary use of a card index as a surprise generator. Indeed, the question should be instead: how it is possible to explain the evolutionary improbability of the social use of ‘machines’ as secondary memories for knowledge management and reproduc-tion?
The key question Alberto Cevolini is exploring here.
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The main hypothesis is that in the use of a card index as a surprise generator, there is nothing particularly surpris-ing if one considers the evolution of knowledge management in early modern Europe.
This is what I have been arguing all along as I've been doing my research as well.
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zettelkasten.de zettelkasten.de
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Even more important is that all this isn’t about the software. It is about the system you set up. Some software nudges you, sometimes even pushes you, towards system design decisions. Take Wikis as an example. Most of them have two different modes: The reading mode. The editing mode. The reading mode is the default. But most of the time you should create, edit and re-edit the content. This default, this separation of reading and editing, is a small but significant barrier on producing content. You will behave differently. This is one reason I don’t like wikis for knowledge work. They are clumsy and work better for different purposes.
Most wikis have a user interface problem between their read and edit modes. Switching between the two creates additional and unnecessary friction for placing content and new information into them.
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Gessner, however, examines every single book meticulously to gather complete specifi cations of format, title, authors (provided they are named or discoverable), place of publica-tion, and year of publication. 7 Then he appends a content description. Hence, Konrad Gessner can rightly count as the father of the modern bibliography.
Having catalogued works in his Bibliotheca Universalis (1545, 1548) using author, title, format, place and year of publication, Konrad Gessner could be considered the father of modern bibliography.
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Sloman, S. A. (2021). How Do We Believe? Topics in Cognitive Science, 0(2021), 1–14. https://doi.org/10.1111/tops.12580
Tags
- memory
- representational scheme
- sophisticated associative model
- lang:en
- representational language
- knowledge
- cognitive science
- is:article
- unfamiliar circumstance
- human thought
- dual system of thinking
- generalizability
- causal reasoning
- predictability
- information processing
- pattern recognition
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- Nov 2021
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diggingthedigital.com diggingthedigital.com
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www.animatedknots.com www.animatedknots.comHome1
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https://www.animatedknots.com/
This looks awesomely cool.
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meefen.github.io meefen.github.io
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Structures created by infrastructures can be less visible in today’s information society
And some knowledge infrastructures (like hypothesis) can be entirely invisible for the majority of people, unless they have installed a specific tool to see the infrastructure.
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files.eric.ed.gov files.eric.ed.gov
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Librari Networks: Should TheyDear With Containersor Contents of Knowledge
"Library Networks: Should They Deal With Containers or Contents of Knowledge?"
Searching around, it doesn't seem like the outside world (e.g. Google Scholar, bibliographers) are aware that this piece Licklider wrote even exists, despite it being digitized and sitting here in the open.
This piece presages the Internet Archive and, given the juxtaposition of its lofty goals with the piece's own obscurity, there's a perverse irony here.
Licklider writes in section 2:
It is high time that librarians reach out into computer networks to create order and functionality out of what is now chaos. (The author would- estimate that 90 per cent of the computerized information in EDUCOM universities "trickles down" to back-up or dead storage tapes within two years and that less than one per cent ever "perks up" again.)
"Perking up" is more than what I'm talking about here—again, I can't find evidence that this piece is even catalogued anywhere.
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In this proposed system, tags are full-fledged standalone files. They can be published and discussed just like any traditional heavyweight file can.
Tags are first class
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The solution is to create a tag file that points to the original and edited photo, like DerivedWork(original=(some hash), derived=(some hash)).
Relational tags
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calmernotes.com calmernotes.com
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I like that the underlying idea behind the design here is "calm" as well as attempting to get an 80% solution rather than get-it-all.
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www.nytimes.com www.nytimes.com
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There was no ancient poet called “Homer,” he argued. Nor were the poems attributed to him “written” by any single individual. Rather, they were the product of a centuries-long tradition of poet-performers.
Are there possibly any physical artifacts in physical archaeology that may fit into the structure of the thesis made by Lynne Kelly in Knowledge and Power in Prehistoric Societies?
What would we be looking for? Small mnemonic devices? Menhir? Standing stones? Wooden or stone circles? Other examples of extended ekphrasis similar to that of the shield of Achilles?
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alexanderpruss.blogspot.com alexanderpruss.blogspot.com
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I do think that if you in fact have a losing ticket, then you know it. And if you have winning ticket then you can justifiably, but incorrectly, think you know you have a losing ticket.I think the only good way to deny knowledge in lottery cases is to demand infallibility from knowledge, which than loses us pretty much all ordinary knowledge.
This is exactly my problem with "knowledge" and it's inherent vagueness. I think it's far better for us all to admit that we have virtually no knowledge and instead only have beliefs of varying strengths.
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- Oct 2021
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arxiv.org arxiv.org
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Yang, P., & Colavizza, G. (2021). A Map of Science in Wikipedia. ArXiv:2110.13790 [Cs]. http://arxiv.org/abs/2110.13790
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In this world I think we have two kinds of knowledge: One is Planck knowledge, that of the people who really know. They’ve paid the dues, they have the aptitude. Then we’ve got chauffeur knowledge. They have learned to prattle the talk. They may have a big head of hair. They often have fine timbre in their voices. They make a big impression. But in the end what they’ve got is chauffeur knowledge masquerading as real knowledge.
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A new idea acts retrospectively; a torch throws its light behind as well as before. Materials that were laid aside take on a new aspect when they are classified by means of an idea. Then everything within us is reborn and animated with a new life. But for that to happen, the paths of light must be open, our thoughts must be in order and linked consecutively one with another.
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Among the works of St. Thomas there is a letter to a certain Brother John, in which are enumerated Sixteen Precepts for Acquiring the Treasure of Knowledge.t Th
Reference to read.
They are given in Latin and English, with a commentary, in a lecture by Fr. Victor White, O.P., published by Black- friars, Oxford, December 1944: St. Thomas Aquinas, De Modo Studendi, price 6d.
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Great teams have a plan to win when -- surprise, surprise -- they learn that a dozen other teams are pursuing their previously-thought-to-be-unique idea. They persevere when others (including us) tell them that ideas are cheap until they are brought to life. They both see themselves as unique and list many companies as their competitors.
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We believe more work in the future will look like that of software developers today (automating away tasks and harnessing the flexible power of computers to get work done)
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Soon we will see a one-person billion-dollar company, as many of the most talented individuals choose to work for themselves — as founders, in the creator economy, as freelancers, or in some other way.
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getpolarized.io getpolarized.io
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bildung.royscholten.nl bildung.royscholten.nl
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All of which can help with getting a grip on your personal knowledge mastery (pkm).
Example of someone in the wild using PKM as Personal Knowledge Mastery instead of the more common Personal Knowledge Management.
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web.archive.org web.archive.org
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First Archive
Lots of stuff to dig through here. (35 items that the Wayback Machine is describing with class
iconochive-First.)
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www.literacyworldwide.org www.literacyworldwide.org
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For example, it is worth discussing the process of Wikipedia
I know that Wikipedia should never be used in a school setting, but I am curious as to why everyone uses it on a daily basis, myself included. If the information has a higher chance of being wrong anyways, why do we all take it as fact? I had learned before that anyone can basically change wikipedia pages, which makes anything that you read potentially very wrong. However, it is still one of the first sites that show up whenever you are looking up something. I wonder how it gained so much popularity from being so wrong. Do you think it has to do with easy to read information and quick access? Because I feel like it reiterates the cycle of using it over and over again. It generally is the top link, and I tend to click on the top link, which helps the algorithm of it going back to the top for other users and for wikipedia to show up for me personally, but how did it gain popularity in the first place?
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habits of mind surrounding technologies
When I first think about digital literacies, I definitely think of it as a proficiency. When you are talking about literacy in a language, you are talking about proficient they are. For example, I am half white and half chinese, I can speak cantonese, but I cannot read or write. I would say that I am illiterate. I don't consider my norms and habits around the culture of being Chinese, for example, I don't consider playing Mojang or celebrating the lunar new year as making me literate with the culture. It is definitely something to think about when you are considering other contexts.
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www.pnas.org www.pnas.org
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Chu, J. S. G., & Evans, J. A. (2021). Slowed canonical progress in large fields of science. Proceedings of the National Academy of Sciences, 118(41). https://doi.org/10.1073/pnas.2021636118
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scibeh.org scibeh.org
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Viewer. (n.d.). SciBeh. Retrieved February 26, 2021, from https://scibeh.org/viewer/
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Vraga, E. K., & Bode, L. (n.d.). Addressing COVID-19 Misinformation on Social Media Preemptively and Responsively - Volume 27, Number 2—February 2021 - Emerging Infectious Diseases journal - CDC. https://doi.org/10.3201/eid2702.203139
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- Sep 2021
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web.mit.edu web.mit.edu
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The contrast between love and knowledge expanded from 1 Corinthians 8:1.
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www.bible.com www.bible.com
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We know that “We all possess knowledge.” But knowledge puffs up while love builds up.
There is a common theme that contrasts knowledge and love.
“If I speak in the tongues of men and of angels, but have not love, I am only a resounding gong or a clanging cymbal.”
This brings to mind the song by Switchfoot, Adding to the Noise.
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steppsociety.com steppsociety.com
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zk.zettel.page zk.zettel.page
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This is a public wiki serving as a resource for the Zettelkasten method and other Personal Knowledge Management (PKM) systems.
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www.theguardian.com www.theguardian.com
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“The scroll is written in code, but its actual content is simple and well-known, and there was no reason to conceal it,” they write in the Journal of Biblical Literature. “This practice is also found in many places outside the land of Israel, where leaders write in secret code even when discussing universally known matters, as a reflection of their status. The custom was intended to show that the author was familiar with the code, while others were not.”
Ancient scribes sometimes wrote in code even though the topics at hand were well known as a means of showing their status.
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www.mdpi.com www.mdpi.com
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Creating a community network ontology is therefore about much more than just knowledge representation. It also requires us to think about how this conceptual knowledge model affects real-world knowledge creation and application processes, in our case concerning participatory community network mapping. Its participatory nature means that we need to think hard about how to explicitly involve the community in the construction, evolution, and use of the ontology.
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commonplace.knowledgefutures.org commonplace.knowledgefutures.org
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We need more SCOSS-like experimentation. We need initiatives with short iterations of conceptualization and execution, a sort of trial-and-error mentality as we navigate this complex issue. We need research organisations and libraries to create budget lines for open infrastructures. We need funders to start supporting the maintenance of open infrastructures like the eLife Innovation Initiative or the Chan Zuckerberg Foundation.
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www.knowledgefutures.org www.knowledgefutures.org
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Knowledge Futures Group is a 501c3 nonprofit building open source technology and collaborating with communities of practice to design and build the public digital infrastructure needed for effective, equitable, and sustainable knowledge futures.
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commonplace.knowledgefutures.org commonplace.knowledgefutures.org
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The Business of Knowing: Bringing about [infra]structural change to knowledge communication
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www.nytimes.com www.nytimes.com
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When asked for his views on which classic works to include among the Great Books, the science historian George Sarton pronounced the exercise futile: “Newton’s achievement and personality are immortal; his book is dead except from the archaeological point of view.”
How does one keep the spirit of these older books alive? Is it only by subsuming into and expanding upon a larger body of common knowledge?
What do they still have to teach us?
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www.leydesdorff.net www.leydesdorff.net
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It will be argued here that the new configuration of three possible degrees of freedom—markets, governance, and knowledge production—can be modeled in terms of a triple helix of university-industry-government relations (Etzkowitz & Leydesdorff, 1997; Leydesdorff & Etzkowitz, 1998). Governance can be considered as the variable that instantiates and organizes systems in the geographical dimension of the model, while industry is the main carrier of economic production and exchange. Thirdly, academe can play a leading role in the organization of the knowledge production function (Godin & Gingras, 2000).
university, government, and industry.
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- Aug 2021
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psyarxiv.com psyarxiv.com
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Jach, Ł., Lamża, Ł., & Wardawy, P. (2021). Psychological correlates of attitudes towards COVID-19 vaccines among Polish respondents – a snapshot study before the start of the massive vaccination campaign. PsyArXiv. https://doi.org/10.31234/osf.io/czvda
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underlay.mit.edu underlay.mit.eduUnderlay1
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commonplace.knowledgefutures.org commonplace.knowledgefutures.org
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listifi.app listifi.app
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https://listifi.app/u/erock/knowledge-management-apps
A list of knowledge management apps that is fairly complete looking. One or two here that I don't think I've seen or played with before.
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Carragher, D., Towler, A., Mileva, V. R., White, D., & Hancock, P. J. (2021). Masked face identification is improved by diagnostic feature training. PsyArXiv. https://doi.org/10.31234/osf.io/e9fq3
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digitalcourage.de digitalcourage.de
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Digitale Selbstverteidigung
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Local file Local file
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by the eighteenth century, suchchapters were being expanded into sizeable books that functioned primarily as natural historybibliographies in their own right. An early example of this practice was Johann JakobScheuchzer’s Bibliotheca scriptorium(1716).
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The foregoing studies suggest two strands of commonplacing circa 1700. The first was thecollection of authoritative knowledge, usually in the form of quotations. The second was thecollection of personal or natural knowledge, with Francis Bacon’s lists, desiderata and apho-risms serving as early examples. While Moss has shown that the first strand was losing popular-ity by the 1680s, recent scholarship has shown that the second retained momentum through theeighteenth century,9especially in scientific dictionaries,10instructional cards,11catalogues,12
loose-leaf manuscripts,13syllabi14and, most especially, notebooks.15
There are two strands of commonplacing around 1700: one is the traditional collection of authoritative knowledge while the second was an emergent collection of more personal knowledge and exploration.
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maggieappleton.com maggieappleton.com
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Great writers become great by closely studying and copying other great writers. This is how cultural knowledge works. We learn the foundational skills from each other first, and then get all weird and experimental later on once the normal rules become boring.
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en.wikipedia.org en.wikipedia.org
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In 1963, Ted Nelson coined the terms 'hypertext' and 'hypermedia' as part of a model he developed for creating and using linked content (first published reference 1965).[7] He later worked with Andries van Dam to develop the Hypertext Editing System (text editing) in 1967 at Brown University.
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My process for collecting and synthesizing information used to be exactly that: make highlights, sync them to Roam, tag the articles’ pages, and the respective blocks/highlights. And when it was time to write I would think of applicable tags for drafting the outline of an article, open their linked references in the sidebar, drag relevant ones into the outline, and draft the manuscript.
work flow of roambrain/Maarten van Doornm page, example of catch knowledge
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- Jul 2021
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www.theguardian.com www.theguardian.com
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‘Trust the science’ is the mantra of the Covid crisis – but what about human fallibility? | Margaret Simons | The Guardian. (n.d.). Retrieved July 27, 2021, from https://www.theguardian.com/commentisfree/2021/jul/24/trust-the-science-is-the-mantra-of-the-covid-crisis-but-what-about-human-fallibility?CMP=Share_iOSApp_Other
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Flavell (1979) further divides metacognitive knowledge into three categories: Person variables: What one recognizes about his or her strengths and weaknesses in learning and processing information. Task variables: What one knows or can figure out about the nature of a task and the processing demands required to complete the task—for example, knowledge that it will take more time to read, comprehend, and remember a technical article than it will a similar-length passage from a novel. Strategy variables: The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish a task; for example, knowing how to activate prior knowledge before reading a technical article, using a glossary to look up unfamiliar words, or recognizing that sometimes one has to reread a paragraph several times before it makes sense.
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Elements of Metacognition Researchers distinguish between metacognitive knowledge and metacognitive regulation (Flavell, 1979, 1987; Schraw & Dennison, 1994).
metacognitive knowledge vs metacognitive regulation
- Metacognitive knowledge refers to what individuals know about themselves as cognitive processors
- Metacognitive regulation refers to adjustments individuals make to their processes to help control their learning, such as planning, information management strategies, comprehension monitoring, de-bugging strategies, and evaluation of progress and goal
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anagora.org anagora.org
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austrian-institute.org austrian-institute.org
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Hayek draws attention to the fact that the most relevant knowledge for economic decision-making is not the general knowledge of the economist or philosopher, but rather the dispersed, local, and often tacit knowledge of myriad individuals in an economy
will big data change the situation? What used to be impossible now starts to seem likely.
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csaphd.com csaphd.com
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Blogging about your work hits both of those marks. It also means that you have to translate your work from academese to language that non-academics will understand (i.e. jargon) and also foreground the relevance of your work. You have to tell people why your work is important and what it adds to the world.
This is such an important point. Donald Trump did such an excellent job speaking at a level a lay person could understand when downplaying the seriousness of the Covid-19 virus thus undermining the scientific and medical community voices, that many Americans are refusing to vaccinate. This puts the world at risk for future variants that might be much worse than the ones we have now. More academics simplifying knowledge will help stem the tide of fake news, political propaganda and truly harmful misinformation.
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web.archive.org web.archive.org
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On the difference for writing for one's self and for others. Of course there's also the need to be able to re-decifer one's notes again in the future. It may be best to keep more detailed for your future self as if you're writing for the public.
I like the idea of distance in "communication space" which comes up in the comments. This is related to context collapse and shared contexts which are often too-important in our communication with regard to being understood in the far future.
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Matthias Melcher</span> in Commonplace Book | x28's new Blog (<time class='dt-published'>07/06/2021 11:13:34</time>)</cite></small>
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www.theatlantic.com www.theatlantic.com
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Forty years ago, Michel Foucault observed in a footnote that, curiously, historians had neglected the invention of the index card. The book was Discipline and Punish, which explores the relationship between knowledge and power. The index card was a turning point, Foucault believed, in the relationship between power and technology.
This piece definitely makes an interesting point about the use of index cards (a knowledge management tool) and power.
Things have only accelerated dramatically with the rise of computers and the creation of data lakes and the leverage of power over people by Facebook, Google, Amazon, et al.
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- Jun 2021
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arxiv.org arxiv.org
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Persoon, P. G. J. (2021). Cumulative structure and path length in networks of knowledge. ArXiv:2106.10480 [Physics]. http://arxiv.org/abs/2106.10480
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kjuicer.com kjuicer.comKjuicer1
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Introduced to briefly by Giampaolo Ferradini at I Annotate 2021. A tool for reading and learning.
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eloquent.works eloquent.worksEloquent1
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www.emerald.com www.emerald.com
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orchestrating knowledge construction
While I don't disagree with the concept, it's interesting that the instructor has the agency here in what is often seen as a more horizontal activity.
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www.fudco.com www.fudco.com
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one of the beliefs that seems to be characteristic of the postmodernist mind set is the idea that politics and cleverness are the basis for all judgments about quality or truth, regardless of the subject matter or who is making the judgment
hmmm...this needs to be unpacked...I might start by suggesting that critical theory does indeed often explore how judgements of quality and truth are shaped by politics, power, desire, knowledge, etc, but that's not a point against such work, but rather a recognition of part of its main practice.
Cleverness is another matter...there's quite a bit of cleverness here in Morningstar's post, so should we judge it less worthy?
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- May 2021
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interpersonal.stackexchange.com interpersonal.stackexchange.com
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And asking them if they think they know what they are doing will not help, because many people will overestimate their knowledge, making the support even more complicated as the tech guy may at first believe them and only find out later that they told wrong things because they do not actually know what they are pretending to know.
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maggieappleton.com maggieappleton.com
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The garden helps us move away from time-bound streams and into contextual knowledge spaces.
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80000hours.org 80000hours.org
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Being opportunistic can be useful, but having a big positive impact often requires doing something unusual and on developing strong skills, which can take 10+ years.
Academics (and other knowledge workers) tend not to focus too much attention on getting better. Skills development happens in an ad hoc way rather than a structured and focused approach to improvement.
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www.lynnekelly.com.au www.lynnekelly.com.au
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I had always assumed – without realising the assumption – that the ancient knowledge keepers would have progressed around the henge posts or stones much as I do around a memory palace. It hadn’t occurred to me that there may be experts on each topic, ‘owning’ each post or stone and the knowledge it represented. Is there any way the archaeology could ever tell us if this is the case?
Personally, I had assumed from Kelly's work that individual knowledge keepers may have done this. Particularly in the cases of the most advanced and protected knowledge based on the private spaces she discussed.
The question about archaeology being able to tell us is a very good one. Nothing immediately comes to mind, but it's worthwhile to look at this. Could some artifacts indicate different artists through their own craft be a way of differentiation?
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journals.plos.org journals.plos.org
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A fourth theme to emerge from the analysis of the data, is the highly relevant ‘cultural’ aspect to this memorization technique which students greatly appreciated. As one student notes: “I like the idea of connecting Indigenous culture with science learning…”. The theme of culture overlays learning and demonstrates the importance of conceptualising Australian Aboriginal ways of knowing or learning with or from rather than about Australian Aboriginal people and their knowledge systems. As Yunkaporta [2, p. 15] states, it is important not to examine Australian Aboriginal knowledge systems, but to explore the external systems “from an Indigenous knowledge perspective”.
This is so heartwarming to me.
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Further, while the notion of ‘steps’ is often used in education as a way to scaffold knowledge, in the case of the Australian Aboriginal memory technique, there is also literal use of the term ‘steps’ as the following quote highlights: “[w]alking around and looking at the trees was a good visual tool to relate to corresponding steps in the cycle”. Kelly [1, p. 20] concurs and refers to the way Indigenous cultures use geography and landscape to create “memory spaces” and even “narrative landscapes”.
Steps, diagrams, and other structures have been almost all that is left of potential mnemotechniques following educational reform in the late 1500s.
Is there any research on these sorts of knowledge scaffolds in modern education?
A classic example in Western culture can be seen in Eusebius' breaking the Bible down into smaller pieces using verses, though I don't think it was made canonical until during the Renaissance.
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Each student was assigned randomly to one of three study groups and assigned an individual study ID number.
Were students queried as to their knowledge or experience with any of the techniques prior to the study?
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Systems for encoding, transmission, and protection of essential knowledge for group survival and cohesion were developed by multiple cultures long before the advent of alphabetic writing.
Focusing in on the phrase:
essential knowledge for group survival
makes me wonder if we haven't evolutionarily primed ourselves to use knowledge and group knowledge in particular to create group cohesion and therefor survival?
Cross reference: https://hyp.is/LWtjtLhjEeuTqHPwUUMUbA/threadreaderapp.com/thread/1381933685713289216.html and the paper https://www.academia.edu/46814693/The_Signaling_Function_of_Sharing_Fake_Stories
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commonplace.knowledgefutures.org commonplace.knowledgefutures.org
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commonplace.knowledgefutures.org commonplace.knowledgefutures.org
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This almost appears to be a small, community-based commonplace book.
And apparently published on PubPub.
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Samuel Klein</span> in Samuel Klein on Twitter: "@flancian See also https://t.co/KMmU7pDuQx" / Twitter (<time class='dt-published'>05/18/2021 19:30:42</time>)</cite></small>
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www.supermemo.com www.supermemo.com
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crookedtimber.org crookedtimber.org
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“Monetising what we see as sacred knowledge, our way of being – driving, walking – is sacred knowledge and the only people who should have any purview over that is our community. … What if we look at what the data could do for our community and how to achieve that? … We are gathering our data because we love our people, we want a better future for the next generations. What if all data was gathered for those reasons? What would it look like?”
A great quote and framing from Abigail Echo-Hawk.
This reliance on going to community elders (primarily because they have more knowledge and wisdom) is similar to designing for the commons and working backward. Elders in many indigenous cultures represent the the commons.
This isn't to say that we shouldn't continue to innovate and explore the evolutionary space for better answers, but going slow and fixing things is far more likely to be helpful than moving fast and breaking things as has been the mode for the last fifteen years. Who's watching the long horizon in these scenarios?
This quote and set up deserves some additional thought into the ideas and power structures described by Lynne Kelly in Knowledge and Power in Prehistoric Societies Orality, Memory and the Transmission of Culture
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Sato, R., & Fintan, B. (n.d.). Women’s understanding of immunization card and its correlation with vaccination behaviors. Human Vaccines & Immunotherapeutics, 16(10), 2408–2414. https://doi.org/10.1080/21645515.2020.1726682
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Li, S., Sim, S.-C., Lee, L., Pollack, H. J., Wyatt, L. C., Trinh-Shevrin, C., Pong, P., & Kwon, S. C. (2017). Hepatitis B Screening and Vaccination Behaviors among a Community-based Sample of Chinese and Korean Americans in New York City. American Journal of Health Behavior, 41(2), 204–214. https://doi.org/10.5993/AJHB.41.2.12
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Gagneur, A. (2020). Motivational interviewing: A powerful tool to address vaccine hesitancy. Canada Communicable Disease Report, 46(4), 93–97. https://doi.org/10.14745/ccdr.v46i04a06
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twitter.com twitter.com
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Jose-Luis Jimenez. (2021, February 5). 1/ Some reflections on scientific Twitter sociology I hadn’t used Twitter much before the pandemic. I was used to the politics of peer-review, grants, large studies etc. But scientific Twitter can be the Wild West by comparison. [Tweet]. @jljcolorado. https://twitter.com/jljcolorado/status/1357737374621515776
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twitter.com twitter.com
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Darren Dahly. (2021, February 24). @SciBeh One thought is that we generally don’t ‘press’ strangers or even colleagues in face to face conversations, and when we do, it’s usually perceived as pretty aggressive. Not sure why anyone would expect it to work better on twitter. Https://t.co/r94i22mP9Q [Tweet]. @statsepi. https://twitter.com/statsepi/status/1364482411803906048
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘the SciBeh initiative is about bringing knowledge to policy makers and the general public, but I have to say this advert I just came across worries me: Where are the preceding data integrity and data analysis classes? Https://t.co/5LwkC1SVyF’ / Twitter. (n.d.). Retrieved 18 February 2021, from https://twitter.com/SciBeh/status/1362344945697308674
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twitter.com twitter.com
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Dr Zoë Hyde. (2021, February 23). I don’t like to dwell on negatives, but something important happened recently that I’d like to make public. Shortly before Christmas, @mugecevik made a complaint to my university about me. When asked for details, she didn’t provide any. My employer took a dim view of the matter. [Tweet]. @DrZoeHyde. https://twitter.com/DrZoeHyde/status/1364184623262048259
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- Apr 2021
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sariazout.substack.com sariazout.substack.com
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This post articulates a lot of what I've been thinking about for the past 18 months or so, but it adds the additional concept of community integration.
Interestingly, this aligns with the early, tentative ideas around what the future of In Beta might look like as a learning community, rather than a repository of content.
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psyarxiv.com psyarxiv.com
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Morrow, Alison, Sara Jenks, and Becky Batchelor. ‘The Effect of Antibody Test Result Knowledge on Transmission Reducing Behaviours’. PsyArXiv, 13 April 2021. https://doi.org/10.31234/osf.io/unm7r.
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- Mar 2021
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hyperlink.academy hyperlink.academy
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A great little outline for how to do class retrospectives. While there's a lot of subtlety and a huge gradient between individual learners many of the methods and pro/con lists help to show the differences between them. I'd be curious to see one try all (or as many as possibly) to cover as many of the eventualities as possible.
Too often teachers don't bother with these, but they can be incredibly useful, particularly for helping to attempt to improve future incarnations, as well as to guard against the curse of knowledge.
I like that hyperlink.academy is doing some of the necessary work to expose their teachers to this sort of material. Too often it is only done in the academy in perfunctory ways which aren't designed to improve anything. Additionally the academy provides little, if any, training in the areas of pedagogy. Hyperlink.academy is making strides to provide some of this material and doing a reasonable job of exposing their teachers to it.
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We encourage course creators to dedicate time in their courses for a retro. Every cohort of a course is an experiment shaped by all participants, and what you learn can improve the course in important ways. Getting good feedback from learners is a key part of making sure that the course is always evolving in the right direction.
This really should be done each class and even down to the atomic level as just once at the end is not going to pull out enough to be as beneficial as one might hope to help to overcome the curse of knowledge.
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en.wikipedia.org en.wikipedia.org
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In the Camerer, Loewenstein and Weber's article, it is mentioned that the setting closest in structure to the market experiments done would be underwriting, a task in which well-informed experts price goods that are sold to a less-informed public. Investment bankers value securities, experts taste cheese, store buyers observe jewelry being modeled, and theater owners see movies before they are released. They then sell those goods to a less-informed public. If they suffer from the curse of knowledge, high-quality goods will be overpriced and low-quality goods underpriced relative to optimal, profit-maximizing prices; prices will reflect characteristics (e.g., quality) that are unobservable to uninformed buyers ("you get what you pay for").[5] The curse of knowledge has a paradoxical effect in these settings. By making better-informed agents think that their knowledge is shared by others, the curse helps alleviate the inefficiencies that result from information asymmetries (a better informed party having an advantage in a bargaining situation), bringing outcomes closer to complete information. In such settings, the curse on individuals may actually improve social welfare.
How might one exploit this effect to more proactively improve and promote social welfare?
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Such research drew from Baruch Fischhoff's work in 1975 surrounding hindsight bias, a cognitive bias that knowing the outcome of a certain event makes it seem more predictable than may actually be true.[5] Research conducted by Fischhoff revealed that participants did not know that their outcome knowledge affected their responses, and, if they did know, they could still not ignore or defeat the effects of the bias.
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This curse of knowledge also explains the danger behind thinking about student learning based on what appears best to faculty members, as opposed to what has been verified with students.
Are there other axes or criteria that might be used other than these two? One seems better than the other, but what appears best to teachers is potentially better than nothing. (Though in cases it could be so bad that nothing may be preferable to a teacher's viewpoint.)
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adactio.com adactio.com
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use of [[just]] and [[simply]]
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blog.ethereum.org blog.ethereum.org
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you are sent only the numbers (t(s)h(s) k) and (w(s)v(s) k)
Who is sending to whom? What does it prove if you are sent two identical numbers? Poor explanation :-(
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a secret evaluation point s
only one?
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permutes
How is that permuting? Permutation means changing the ordering.
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t(s)h(s) = w(s)v(s)
Seems to imply calculation of E(t(s))E(h(s)) etc. using homomorphic properties, but fails to explain that, or even what the homomorphic properties allow.
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en.wikipedia.org en.wikipedia.org
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is the vocabulary of a language or branch of knowledge (such as nautical or medical)
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www.sciencedirect.com www.sciencedirect.com
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Jung, M., Lin, L., & Viswanath, K. (2013). Associations between health communication behaviors, neighborhood social capital, vaccine knowledge, and parents’ H1N1 vaccination of their children. Vaccine, 31(42), 4860–4866. https://doi.org/10.1016/j.vaccine.2013.07.068
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en.wikipedia.org en.wikipedia.org
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Two of the predominant types of relationships in knowledge-representation systems are predication and the universally quantified conditional.
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