摘要 :
Host immunity represents a complex array of factors that evolved to provide protection against potential pathogens. While many factors regulate host immunity, glycan binding proteins (GBPs) appear to play a fundamental role in orc...
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Host immunity represents a complex array of factors that evolved to provide protection against potential pathogens. While many factors regulate host immunity, glycan binding proteins (GBPs) appear to play a fundamental role in orchestrating this process. In addition, GBPs also reside at the key interface between host and pathogen. While early studies sought to understand GBP glycan binding specificity, limitations in the availability of test glycans made it difficult to elucidate a detailed understanding of glycan recognition. Recent developments in glycan microarray technology revolutionized analysis of GBP glycan interactions with significant implications in understanding the role of GBPs in host immunity. In this review, we explore different glycan microarray formats with a focus on the impact of these arrays on understanding the binding specificity and function of GBPs involved in immunity.
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The goal of this paper is twofold. First, we argue that the understanding one has of a proposition or a propositional content of a representational vehicle is a species of what contemporary epistemologists characterise as objectua...
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The goal of this paper is twofold. First, we argue that the understanding one has of a proposition or a propositional content of a representational vehicle is a species of what contemporary epistemologists characterise as objectual understanding. Second, we demonstrate that even though this type of understanding differs from linguistic understanding, in many instances of successful communication, these two types of understanding jointly contribute to understanding a communicated thought.
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It is a truism among chemical educators that chemistry is an international language. Take, for example, Z. M. Lerman's recent claim (1): “Achemist from Bethlehem, Pennsylvania in the USA, and a chemist from Bethlehem, Palestine.....
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It is a truism among chemical educators that chemistry is an international language. Take, for example, Z. M. Lerman's recent claim (1): “Achemist from Bethlehem, Pennsylvania in the USA, and a chemist from Bethlehem, Palestine...can communicate scientifically to one another without understanding each other's spoken language.” This may be true, but chemical education; the conditions under which chemistry is taught and learned and used;is always conditioned by circumstance. Just like politics, chemical education is always local. Lerman understands this: In setting up the conference Frontiers of Chemical Sciences: Research and Education in the Middle East, Lerman notes (1) that “[A]ll of the negotiations and communications had to be carried out with sensitivity for and understanding of the cultures, religions, and the security issues involved.” When chemists speak their international language;and especially when they teach chemistry;they also deal with the particulars of people, places, and purposes.
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Understanding is the essence of any intelligent system. We revise our four machine understanding paradigms which are: (ⅰ) basic understanding, (ⅱ) rich understanding, (ⅲ) exploratory understanding, and (ⅳ) theory-based underst...
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Understanding is the essence of any intelligent system. We revise our four machine understanding paradigms which are: (ⅰ) basic understanding, (ⅱ) rich understanding, (ⅲ) exploratory understanding, and (ⅳ) theory-based understanding; and we elaborate on the first two of them. We then introduce the concept of two-stage (or deep) machine understanding which provides descriptive understandings, as well as evaluations of these understandings. After a brief systematization of emotions, we cover the following paradigms for agents with two-stage (deep) understanding abilities for emotional intelligence simulation: (ⅰ) basic understanding, (ⅱ) rich-understanding, and (ⅲ) switchable understanding.
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This paper reviews scientific interpretations of the term understanding. A methodological analysis of the possibility to model the process of understanding, including the analysis of the user-model construction, is provided. Optio...
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This paper reviews scientific interpretations of the term understanding. A methodological analysis of the possibility to model the process of understanding, including the analysis of the user-model construction, is provided. Options of the correct use of the term understanding are suggested for intelligent system design problems.
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摘要 :AbstractThis paper sets the problem of development of information culture and advances the hypothesis about understanding of the meaning of information as its basis. Five ideas related to the problems of the paper are distinguishe...
展开AbstractThis paper sets the problem of development of information culture and advances the hypothesis about understanding of the meaning of information as its basis. Five ideas related to the problems of the paper are distinguished in the theory of understanding. The paper describes the concept of adequate and inadequate understanding the meaning of information and develops the criteria of understanding the meaning of information. The concept of the “understanding of the meaning of information” is defined.收起
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I examine situations in which we say that different subjects have ‘different’, ‘competing’, or ‘conflicting understandings’ of a phenomenon. In order to make sense of such situations, we should turn our attention to an often...
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I examine situations in which we say that different subjects have ‘different’, ‘competing’, or ‘conflicting understandings’ of a phenomenon. In order to make sense of such situations, we should turn our attention to an often neglected ambiguity in the word ‘understanding’. Whereas the notion of understanding that is typically discussed in philosophy is, to use Elgin’s terms, tethered to the facts, there is another notion of understanding that is not tethered in the same way. This latter notion is relevant because, typically, talk of two subjects having ‘different’, ‘competing’, or ‘conflicting understandings’ of a phenomenon does not entail any commitment to the proposition that these subjects understand the phenomenon in the tethered sense of the word. This paper aims, first, to analyze the non-tethered notion of understanding, second, to clarify its relationship to the tethered notion, third, to explore what exactly goes on when ‘different’, ‘competing’, or ‘conflicting understandings’ clash and, fourth, to discuss the significance of such situations in our epistemic practices. In particular, I argue for a version of scientific pluralism according to which such situations are important because they help scientific communities achieve their fundamental epistemic goals—most importantly, the goal of understanding the world in the tethered sense.
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As the Internet has been widely applied and the digital library developed, recognition and undestanding for mathematical expressions that are included in scientific papers have become a significant research area. Here, we put forw...
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As the Internet has been widely applied and the digital library developed, recognition and undestanding for mathematical expressions that are included in scientific papers have become a significant research area. Here, we put forward a method to recognize and understand mathematical expressions based on a rule base and an overall design for this system. We enumerate some ambiguous problems in expression understanding based on the existing mathematical expressions found in some published books.
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Theory of Mind (ToM) encompasses a wide variety of abilities, which develop during childhood. However, to date most ToM research has focused on the single concept of false-belief understanding, and examined ToM only in young child...
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Theory of Mind (ToM) encompasses a wide variety of abilities, which develop during childhood. However, to date most ToM research has focused on the single concept of false-belief understanding, and examined ToM only in young children. Furthermore, there is a lack of implementation of a longitudinal design, which examines the dynamics of the ToM construct over several years. Our longitudinal study measured the abilities of a group of 5-year-old children (n=77) in mainstream education during three consecutive years, on aspects of ToM related to emotion understanding and false-belief understanding. The results provide support for significant improvements in emotion understanding and false-belief understanding between the ages of 5 and 7. Whereas emotion attribution was already largely developed at age 5, more intricate aspects of emotion understanding, such as understanding display rules and understanding mixed emotions showed significant developments. Over the course of the years, children also showed an increasing awareness of false-belief understanding. In addition to the developmental growth, the different ToM aspects were found to be relatively stable over time. Correlations as well as predictive relations between emotion understanding and false-belief understanding could be identified. Finally, there was evidence for the role of language ability in the development of the ToM aspects under consideration. The results support the notion that ToM abilities measured at age 5 are not just a snapshot but provide a longer-term outlook as well.
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This study examines the conflation of terms such as “knowledge” and “understanding” in peer-reviewed literature, and tests the hypothesis that little current research clearly distinguishes between importantly distinct epistemi...
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This study examines the conflation of terms such as “knowledge” and “understanding” in peer-reviewed literature, and tests the hypothesis that little current research clearly distinguishes between importantly distinct epistemic states. Two sets of data are presented from papers published in the journal Public Understanding of Science . In the first set, the digital text analysis tool, Voyant, is used to analyze all papers published in 2014 for the use of epistemic success terms. In the second set of data, all papers published in Public Understanding of Science from 2010–2015 are systematically analyzed to identify instances in which epistemic states are empirically measured. The results indicate that epistemic success terms are inconsistently defined, and that measurement of understanding, in particular, is rarely achieved in public understanding of science studies. We suggest that more diligent attention to measuring understanding, as opposed to mere knowledge, will increase efficacy of scientific outreach and communication efforts.
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