Sentence examples for situated approach from inspiring English sources

A situated approach to Markovian image segmentation is proposed based on a distributed, decentralized and cooperative strategy for model estimation.

Whereas many epistemologists have noted that our epistemic goals are best characterized not as the generation of truths per se, but rather as the generation of significant truths (Kitcher 1993), feminists working from a situated approach recognize that "what is significant?" can only be answered with reference to the questions asked and the interests behind those questions (Anderson 1995b).

Rather than simply focusing on the production of knowledge itself, an obvious question posed by feminists on such a situated approach is: "knowledge for whom?" Issues of responsibility concerning what kind of knowledge communities undertake to produce, and correspondingly what ignorance those same communities actively produce are unavoidable (Code 1991, 2006; Heldke 2001).

The embodied and situated approach to artificial intelligence (AI) has matured and become a viable alternative to traditional computationalist approaches with respect to the practical goal of building artificial agents, which can behave in a robust and flexible manner under changing real-world conditions.

Both cognitive anthropologists and philosophers drawing on dynamical and situated approaches to cognition suggest a general framework for memory science incorporating traces both inside and outside the individual.

It also touches upon the practice perspective when peer effects are discussed, but we do not analyze that material in a situated action approach which is also characterizing the practice perspective [16].

Our VP educational model based PHC imply a cognitive constructivist pedagogy and a situated learning approach [ 29, 58] which may promote medical students' patient-centered skills in interviewing for assessment, diagnosing and follow up.

Apprenticeship models are prototypes of situated learning approaches though most ideas had already been proposed by German Reformpädagogik (educational reform) theories a century ago.

This article identifies theoretical and analytical tensions between two approaches to situated learning: prescriptive approaches design learning contexts intended to produce improved participation in some "official" practice; critical approaches have begun to focus on how participants use resources from multiple practices to negotiate what it means to participate.

By situating this approach in a broader theory of societal value, we reconceptualise from first principles, the concept of 'value in urban design'.

6 9 14 41 This approach is complementary to CLAHRC-NDL's wider theoretical framework of organisational learning, which is a situated real-time approach to examining the translation of research evidence into practice.