OpenLLM-France/wikimedia huggingface dataset:
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/08

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# Overview

This is the eighth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Appropriately maintain a certain level of transparency regarding administrative matters of project management with supervisor, unit convener, and other project members, to optimise work-life balance
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Read Gall, Gall and Borg (2003a; 2003b)
* Reviewed semi-structured interviews (1) to (4)
* Re-examined interview set-up and assessed transcription quality
Part B
* Attended an self-organised meeting with other project group members

### Comments

In Part A, a breakdown for the amount of time spent on each of the activities are as follows: read Gall et al. (2003a) [00:30] and Gall et al. (2003b) [00:30]; reviewed semi-structured interviews (1) [00:15], (2) [00:15], (3) [00:15] and (4) [00:15]; re-examined interview set-up for transcription quality [00:30] and physical management of tools [00:30].
In Part B, a breakdown for the amount of time spent on each of the activities are as follows: reviewed interview procedure [00:30] and shared general concerns about interviewing and expectations across placement [01:00].

### Insights

Prepare a set of knowledge that you may wish to consider sharing with others before joining to meet them directly, either physically or online.

#### Training

Listen to the motivations and goals shared by others.

#### Industry

Collective forms of engagement require areas of concern to be addressed using appropriate messaging mediums (e.g., social media).

# References

Gall, M. D., Gall, J. P., & Borg, W. R. (2003b). Educational research: An introduction (7th ed.) (pp. 475–511). Boston, MA: Pearson.
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/02

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# Overview

This is the second entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Read HREC application
* Viewed and reflected on the Skin deep videos
* Read Owen (2012)
* Read and reviewed Kornhaber et al. (2019)

### Comments

For each task, a breakdown for the amount of time spent on the activities are as follows: read the HREC application [01:00]; watched 'Skin deep' videos [00:40]; reviewed ‘skin deep’ videos [00:10]; read Owen (2012) [00:10]; read [00:30] and reviewed [00:30] Kornhaber et al. (2019).

### Insights

Consider the nuanced aspects of lived human experiences while listening to others.

#### Training

More generally, maintain a strong level of determination and focus when completing tasks.

#### Industry

Knowledge is a form of social exchange that is found within diverse individual profiles that is then re-examined by emerging scholars.

# References

Owen, C. (2012). Interviewing skills for qualitative research. Retrieved from https://www.insidehighered.com/blogs/gradhacker/interviewing-skills-qualitative-research

# External links

Human Ethics Research Committee (HREC) Skin deep video series
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/11

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# Overview

This is the eleventh entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Team meeting (physical attendance)

### Comments

A chronological breakdown for the amount of time spent on each of the activities are as follows: general administrative matters – checked technological adjustment before Zoom meeting [00:15]; watched Zoom meeting with industry partners (i.e., members from Queensland Children’s Hospital and PCYC Queensland) [00:40] to clarify questions from Interviewer Training Program; revisited structured templates following call to further reduce misinterpretation [00:30]; encouraged by supervisor to use respected industry software, such as Otter, to maximise time and opportunity [00:35].

### Insights

The level of attention dedicated towards others by giving them adequate amounts of eye contact for important tasks may determine how you approach your future responsibilities.

#### Training

Even if individuals may have good intentions, carefully review the information you have received from them before coming to a decision. Do not simply make judgments by appealing to authority. Also carefully assess the situation with respect to your needs and the time you may need to spend in order to achieve desired outcomes.

#### Industry

Challenge the authority behind contributions made in a public environment to stimulate the critical thinking and learning needed to make better and more balanced decisions.
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/06

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# Overview

This is the sixth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Team meeting (physical attendance)

### Comments

General administrative matters – reviewed professional profiles by project members and best practices for ‘open communication’ [00:30]; reviewed interviewer training manual for best practices of qualitative interviewing; listened to other project members’ experience of watching ‘Skin Deep’ videos [01:15]; sought directions for future meetings (i.e., individual meetings with other project members) [00:15].

### Insights

The way words are being used, as well as how one chooses to wear clothes in a placement partially reflects one’s attitude for their work.

#### Training

Professional engagement one shares with a task can observed on an individual level.

#### Industry

There is a bidirectional process between consciously and unconsciously aligning one’s interest with that shown by others. Conversations may indicate the level of interest one has towards committing the required amount of effort needed for obtaining successful task outcomes.
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/09

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# Overview

This is the ninth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Reviewed:
** Fusch and Ness (2015)
** Goodell et al. (2016)
** Valenzuela and Shrivastava (2002)
** Kornhaber et al. (2019)
* Read presentation notes

### Comments

For each of the points, a breakdown for the amount of time spent on the activities are as follows: reviewed Fusch and Ness (2015) [00:40], Goodell et al. (2016) [00:40], Valenzuela and Shrivastava (2002) [00:40] and Kornhaber et al. (2019) [00:30]; read notes from supervisor in presentation on ‘Paediatric camps to support recovery and wellbeing’ [00:30].

### Insights

Revisit what you have learned in the past so that your future decisions are informed and managed by them.

#### Training

Meaning is based on familiarity and a willingness to see what may not be immediately apparent.

#### Industry

Familiarity with standards and procedures redirects the amount of attention required by others to determine whether the needs of a task are currently being satisfied.

# References

Goodell, L. S., Stage, V. C., & Cooke, N. K. (2016). Practical qualitative research strategies: Training interviewers and coders. Journal of Nutrition Education and Behavior, 48, 578–585. doi:10.1016/j.jneb.2016.06.001
Kornhaber, R., Visentin, D., Thapa, D. K., West, S., Haik, J., & Cleary, M. (2019). Burn camps for burns survivors—Realising the benefits for early adjustment: A systematic review. Burns. Advance online publication. doi:10.1016/j.burns.2018.12.005
Valenzuela, D., & Shrivastava, P. (2002). Interview as a method for qualitative research. Southern Cross University and the Southern Cross Institute of Action Research (SCIAR). Retrieved from http://sdhrc.tbzmed.ac.ir/
# Linear inhomogeneous differential equation/y' is y + e^(2t)-4e^(-3t)+1/Exercise

Find the solutions to the inhomogeneous linear differential equation
    $y'=y+e^{2t}-4e^{-3t}+1\,.$
# Linear inhomogeneous differential equation/y' is y +sinh over cosh^2/Exercise

Find the solutions to the inhomogeneous linear differential equation
    $y'=y+{\frac {\sinh t}{\cosh ^{2}t}}\,.$
# Linear independence/R^3/Three vectors pairwise independent/Exercise

Give an example of three vectors in $\mathbb {R} ^{3}$ such that each two of them is linearly independent, but all three vectors together are linearly dependent.
# Linear inhomogeneous differential equation/y' is y over t + t^3-2t+5 over t^2-3/Exercise

Find the solutions to the inhomogeneous linear differential equation
    $y'={\frac {y}{t}}+{\frac {t^{3}-2t+5}{t^{2}-3}}\,.$
# Linear inhomogeneous differential equation/y' is y +7/Exercise

Find the solutions of the inhomogeneous linear differential equation
    $y'=y+7\,.$
# Linear inhomogeneous system/Elimination/Echelon form/Fact

Every (inhomogeneous) system of linear equations over a field $K$
fact, to an equivalent linear system of the form
    ${\begin{matrix}b_{1s_{1}}x_{s_{1}}&+b_{1s_{1}+1}x_{s_{1}+1}&\ldots &\ldots &\ldots &\ldots &\ldots &+b_{1n}x_{n}&=&d_{1}\\0&\ldots &0&b_{2s_{2}}x_{s_{2}}&\ldots &\ldots &\ldots &+b_{2n}x_{n}&=&d_{2}\\\vdots &\ddots &\ddots &\vdots &\vdots &\vdots &\vdots &\vdots &=&\vdots \\0&\ldots &\ldots &\ldots &0&b_{m{s_{m}}}x_{s_{m}}&\ldots &+b_{mn}x_{n}&=&d_{m}\\(0&\ldots &\ldots &\ldots &\ldots &\ldots &\ldots &0&=&d_{m+1}),\end{matrix}}$
$b_{1s_{1}},b_{2s_{2}},\ldots ,b_{ms_{m}}$
$0$
Here, either $d_{m+1}=0$, and the last row can be omitted, or $d_{m+1}=0$, and then the system has no solution at all.
# Linear independence/Test with linear forms/Fact

Let $K$ be a field, and let $V$ be a $K$-vector space. Let $v_{1},\ldots ,v_{n}\in V$ be vectors. Suppose that for every $k$, there exists a linear form
    $\varphi _{k}\colon V\longrightarrow K$
such that
    $\varphi _{k}(v_{k})\neq 0{\text{ and }}\varphi _{k}(v_{i})=0{\text{ for }}i\neq k.$
$v_{1},\ldots ,v_{n}$
# Linear inhomogeneous differential equation/Superposition principle/Exercise

Let $I\subseteq \mathbb {R}$ be a real interval and let
    $g,h_{1},h_{2}\colon I\longrightarrow \mathbb {R}$
be functions. Let $y_{1}$ be a solution to the differential equation $y'=g(t)y+h_{1}(t)$ and let $y_{2}$ be a solution to the differential equation $y'=g(t)y+h_{2}(t)$. Prove that $y_{1}+y_{2}$ is a solution to the differential equation
    $y'=g(t)y+h_{1}(t)+h_{2}(t)\,.$
# Korean/Words/ㄷ-
## 덕

덕어 Tugend '덕(德)'은 고대덕어 tugen '득(得)되다'에서 비롯하였다.
"노자에 의하면, 도는 만물을 생성시키는 근원으로서, 이 생성 과정에서 각 사물은 근원적인 도에서 얻어 가지는 것[得也]이 있는데, 이것을 덕(德)이라 하였다. 덕이라 하면 인의(仁義)의 덕만 생각하기 쉬운데, 그것은 유가의 경우에 인간만 가지고 있는 덕이다. 그런데 노자에 있어서는 인의가 인위적인 것이라 하여 부정되었다. 노자가 말하는 덕은 인의보다 더 근원적인 의미를 가지고 있다. 그것은 만물이 도에서 부여받은 어떤 자연스런 능력, 힘을 뜻한다. 모든 만물 속에는 도와 덕이 있다. 만물이 도에 의해서 생기고[生], 덕에 의해서 이루어지기[成] 때문이다." -- 고등학교 철학, 대한교과서, 1985. 292-3쪽.
# Korean/Words/ㅃ

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox
Korean/Words/빠르다

## 빨다

    RR: ppalda
* 입을 대고 입 속으로 당겨 들어오게 하다.
    to sip; to suck; to fellate
* 입 안에 넣고 녹이거나 혀로 핥다.
    to suck, fellate

### Comparatives

| Germanic | Latinic |
| pijpen #Dutch fellate #English blasen #German | fello #Latin |
Korean/Words/빵

## 뻐꾹
### Adverb

* 뻐꾸기 또는 뻐꾹새가 우는 소리.
    The onomatopoeia of the cuckoo's cry. The bird itself is globally named onomatopeically. See Comparatives below.

### Compounds

* 뻐꾹새 (ppeokkug-sae, "common cuckoo")
* 뻐꾹이 (ppeokkug-i) > 뻐꾸기 (ppeokkugi, "common cuckoo")

### Comparatives

    Adapted from cuckoo #Translations. Which do you think sounds closest to the common cuckoo's cry?
| Albanian: qyqe Arabic: وَقْوَاق‎ (waqwāq) Armenian: կկու (kku) Bashkir: кәкүк (käkük) Basque: kuku Belarusian: зязю́ля (zjazjúlja) Breton: koukoug Bulgarian: ку́кувица (kúkuvica) Catalan: cucut Cornish: koukou Czech: kukačka Danish: gøg Dutch: koekoek Estonian: kägu Finnish: käki French: coucou Friulian: cuc Galician: cuco Georgian: გუგული (guguli) German: Kuckuck | Greek: κούκος (koúkos) Hebrew: קוּקִיָה‎ (kukiyá) Hungarian: kakukk Icelandic: gaukur Irish: cuach Italian: cuculo Japanese: 郭公 (かっこう, kakkō) Kazakh: көкек (kökek) Korean: 뻐꾸기 (ppeokkugi) Latin: cuculus Lithuanian: gegutė Luxembourgish: Guckuck Macedonian: кука́вица (kukávica) Maori: kokoea Norwegian: gjøk Occitan: coguol Persian: کوکو‎ (kuku) Polish: kukułka Portuguese: cuco Romanian: cuc Russian: куку́шка (kukúška) | Sami: giehka Sanskrit: कोकिल (kokila) Sardinian: cucu Serbo-Croatian: kukavica Slovak: kukučka Slovene: kukavica Spanish: cuco Swahili: kekeo Swedish: gök Tagalog: kakok Tajik: куку (kuku) Telugu: కోకిల (kōkila) Turkish: guguk Ukrainian: зозу́ля (zozúlja) Uzbek: kakkuqush Welsh: cog, cogau West Frisian: koekoek Yiddish: קוקו‎ (kuku) |
Korean/Words/뽑다
Korean/Words/뽕
Korean/Words/뿌리
Korean/Words/뿌리다
Korean/Words/뿐
Korean/Words/뿔

## 뿜다

    RR: ppumda
* to puff, spout, spurt, fume, steam, smoke

### Compares

| Germanic | Latinic |
| fume #English | fumer #Frebch fumare #Italian fumo #Latin fumar #Portuguese fumar #Spanish |
Korean/Words/삐악삐악

## Footnotes

* ↑ https://ko.dict.naver.com/#/search?query=뻐꾹
* ↑ https://en.wiktionary.org/wiki/뻐꾸기
* ↑ Naver: 뿜다 속에 있는 것을 밖으로 세게 밀어 내다. 빛이나 냄새 소리 따위를 공중으로 세게 내어보내다. 기운이나 감정 따위를 표정에 잔뜩 드러내 보이다. Wikt: 뿜다 to fume, puff, smoke, spout, spurt
# Korean/Words/ㅁ-
## 말

    로마자 표기: mal
| 말씀 言: speech | 북구어 mál, mål (from earlier mal) |
| 말과 馬: horse | 고대북구어 marr, merr ("female horse, mare") 영어 mare ("female horse"), marshal (司馬, "horse servant") |
| 말과 馬: horse- ("large") | 영어 horse-ant, horse-fly, horse-leech, etc. |
| 천할 末: horse- ("coarse") | 영어 horse-chestnut*, horse-radish, etc. cf. 말밤 > 마름 (末栗) |

### * horse chstnut #Etymology

    Translating obsolete Latin name Castanea equina
* Dutch: paardenkastanje
* English: horse-chestnut
* Finnish: hevoskastanja
* German: Rosskastanie
* Norwegian: hestekastanje
* Swedish: hästkastanj
* Italian: ippocastano
* French: marronnier (eceptional but...)
# Korean/Words/ㄹ

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 로래

    RR: lorae
* song

## 룡
### Noun

* 상상의 동물 가운데 하나. 몸은 거대한 뱀과 비슷한데 비늘과 네 개의 발을 가지며 뿔은 사슴에, 귀는 소에 가깝다고 한다. 깊은 못이나 늪, 호수, 바다 등 물속에서 사는데 때로는 하늘로 올라가 풍운을 일으킨다고 한다. [...]
    dragon

### Hypernyms

* Korean/Words/지룡 (地龍, jiryong, "earthworm, literally, earth dragon")
* Korean/Words/우룡 (雨龍, uryong, "rainworm, literally, rain dragon")

### Synonyms

* Korean/Words/미르 (mireu, "dragon”) (obsolete)

### Comparatives

| 虫 | worm |
| (used for 蟲) insect, bug (originally) venomous snake, viper | (蟲) insect, bug, earthworm (虫) snake, wiper, wyvern, dragon |
| Germanic | Norse | Latinic | Others |
| draak #Dutch dragon #English Drache #German | drage #Danish dreki #Icelandic drage #Norway drake #Swedish | dragon #French drago #Italian draco #Latin dragão #Portug. dragó #Spanish | drak #Czech драко́н #Russian(drakón) |

### See also

* Korean/Words/충 (chung, 蟲 "insect", 虫 "viper")
* long #English, lang #German, etc.

## Footnotes

* ↑ Naver: 로래 ‘노래’의 북한어. Comments ‘노래’의 옛말. (Noteworthy but not noted. History is dead here!) Wikt: 노래 song
* ↑ Mandarin (Pinyin: lóng)
* ↑ 교학고어사전 룡 [명] 용(龍). &hand; 뇽 [...]
* ↑ https://ko.dict.naver.com/#/search?query=룡
* ↑ https://en.wiktionary.org/wiki/룡
* ↑ Long creatures like 龍 (Chinese: long) used to crawl and drag on like Western dragons.
# Informal learning activities/Bd

Bngldsh
This inserts a link to the country or area, in this case Bangladesh, into a Places & Buildings item.
# Informal learning activities/Bg

{{{1}}}
This provides a simple way of getting a larger font for {{{1}}}.
# Informal learning activities/Bgr

Blgr
This inserts a link to the country or area, in this case Bulgaria, into a Places & Buildings item.
# Informal learning activities/Bhm

Bhm
This inserts a link to the country or area, in this case Bohemia, into a Places & Buildings or Buildings and Places item.
# Informal learning activities/BkF

BknFs
This inserts a link to the country or area, in this case Burkina Faso, into a Places & Buildings or Buildings and Places item.
# Informal learning activities/Bm

Blgm
This inserts a link to the country or area, in this case Belgium, into a Places & Buildings item.
# Informal learning activities/Bn

Bnn
This inserts a link to the country or area, in this case Benin, into a Places & Buildings item.
# Informal learning activities/Bk

Blkns
This inserts a link to the country or area, in this case the Balkans, into a Places & Buildings item.
# Informal learning activities/BmFr

Blgm/Frnc
This inserts a link to two countries, in this case Belgium and France, into a Places & Buildings item.
# Informal learning activities/Br

Blrs
This inserts a link to the country or area, in this case Belarus, into a Places & Buildings item.
# Literature/1975/Robertson

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

| w: Implicature w: Implicit Meanings | w: Information retrieval w: Information science |

## Chronology

* David Bohm (1980). Wholeness and the Implicate Order. London: Routledge. $^{[^]}$
* Literature/1977/Dworkin $^{[^]}$
* Belkin, Nicholas J. & Stephen E. Robertson (1976). "Information Science and the Phenomenon of Information," Journal of the American Society for Information Science (Jul-Aug 1976) 27 (4): 197-204. $^{[^]}$
* Bernstein, Basil (1975). Class, Codes and Control: Towards a Theory of Educational Transmissions. Routledge and Kegan Paul, 1975 $^{[^]}$
* Douglas, Mary (1975). Implicit Meanings: Essays in Anthropology. Routledge. $^{[^]}$
* Grice, Paul (1975). "Logic and Conversation," pp. 41-58, in: Cole, Peter & Jerry L. Morgan eds. (1975). Syntax and Semantics, Vol. 3: Speech Act. New York: Academic Press. $^{[^]}$
* Halliday, M.A.K. (1975). Learning How to Mean, London: Edward Arnold. $^{[^]}$
# Literature/1975/Searle

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Speech act

| w: Figure of speech w: Metaphor w: Polysemy w: Parsimony w: Ambiguity | w: Pragmatics |

## Related works

* Cole, Peter & Jerry L. Morgan, eds. (1975). Syntax and Semantics, Vol. 3: Speech Act. New York: Academic Press. $^{[^]}$
* Grice, Paul (1975). "Logic and Conversation," pp. 41-58, in: Cole, Peter & Jerry L. Morgan eds. (1975). Syntax and Semantics, Vol. 3: Speech Act. New York: Academic Press. $^{[^]}$
* Searle, John (1975). "Indirect Speech Acts," pp. 59-82, in: Cole, Peter & Jerry L. Morgan, eds. (1975). Syntax and Semantics, Vol. 3: Speech Act. New York: Academic Press. $^{[^]}$
# Literature/1975/Schank

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

| w: | w: |

## Chronology

* John Haugeland, ed. (1981). Mind Design. MIT Press. $^{[^]}$
* Lakoff, George & Mark Johnson (1980). Metaphors We Live By. University of Chicago Press. $^{[^]}$
* Schank, Roger C.; Janet L. Kolodner & Gerald DeJong (1980). "Conceptual Information Retrieval." Proceedings of the 3rd annual ACM conference on research and development in information retrieval (SIGIR '80, Cambridge, England, 1980) Kent, UK: Butterworth, 1981. pp. 94-116. $^{[^]}$
* Gibson, Jame J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin. $^{[^]}$
* Tomkins, Silvan (1978). "Script Theory: Differential Magnification of Affects." In: Richard A. Deinstbier. ed. Nebraska Symposium On Motivation 1978. Lincoln, NE: University of Nebraska Press, 1979. pp. 201-236. $^{[^]}$
* Gibson, Jame J. (1977). "The Theory of Affordances," pp. 67-82. In: Robert Shaw & John Bransford, eds. Perceiving, Acting, and Knowing: Toward an Ecological Psychology. Hillsdale, NJ: Lawrence Erlbaum. $^{[^]}$
* Literature/1977/Schank $^{[^]}$
* Chisholm, Roderick (1976). Person and Object: A Metaphysical Study. London: G. Allen & Unwin. $^{[^]}$
* Fillmore, Charles J. (1976). "Frame Semantics and the Nature of Language," in: Annals of the New York Academy of Sciences: Conference on the Origin and Development of Language and Speech. Volume 280: 20-32. $^{[^]}$
* Literature/1976/Marr $^{[^]}$
* Neisser, Ulric (1976). Cognition and Reality: Principles and Implications of Cognitive Psychology. WH Freeman. $^{[^]}$
* Bobrow, Daniel G. & Allan M. Collins eds. (1975). Representation and Understanding: Studies in Cognitive Science (Language, Thought, and Culture). New York, NY: Academic Press. $^{[^]}$
* Fodor, Jerry (1975). The Language of Thought. Harvard University Press. $^{[^]}$
* Minsky, Marvin (1975). "A Framework for Representing Knowledge," in: Winston, Patrick, ed. (1975). The Psychology of Computer Vision. New York: McGraw-Hill. pp. 211-77. $^{[^]}$
* Schank, Roger C. (1975). "The Structure of Episodes in Memory," in: Literature/1975/Bobrow pp. 237-272. $^{[^]}$
* Schank, Roger (1975). "Using Knowledge to understand," in: Nash-Webber, Bonnie L. & Roger C. Schank eds. (1975). Proceedings of the 1975 Workshop on Theoretical Issues in Natural Language Processing (TINLAP '75), Stroudsburg, PA: Association for Computational Linguistics. pp. 117-121. $^{[^]}$
* Winston, Patrick, ed. (1975). The Psychology of Computer Vision. New York: McGraw-Hill. $^{[^]}$
# Literature/1975/Wersig

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

* ... not because of a specific phenomenon which always existed before and which now becomes an object of study -- but because of a new necessity to study a problem which has completely changed its relevance to society. Nowadays the problem of transmitting knowledge to those who need it is a social responsibility, and this social responsibility seems to be the real background of 'information science.

## Chronology

* Wilson, Patrick (1977). Public Knowledge, Private Ignorance: Toward a Library and Information Policy. Greenwood Publishing Group. $^{[^]}$
* Belkin, Nicholas J. & Stephen E. Robertson (1976). "Information Science and the Phenomenon of Information," Journal of the American Society for Information Science (Jul-Aug 1976) 27 (4): 197-204. $^{[^]}$
* Wersig, G. & U. Neveling (1975). "The Phenomena of Interest to Information Science." The Information Scientist. 9 (4): 127-140. $^{[^]}$
# Literature/1975/Wilson

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: Sociobiology
* w: Consilience