Journal of
Systemics, Cybernetics and Informatics
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 ISSN: 1690-4524 (Online)




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TABLE OF CONTENTS





Optimizing Ship Classification in the Arctic Ocean: A Case Study of Multi-Disciplinary Problem Solving
Mark Rahmes, Rick Pemble, Kevin Fox, John Delay
Pages: 1-6
Abstract | Full Text | Video | Comments
ABSTRACT:
We describe a multi-disciplinary system model for determining decision making strategies based upon the ability to perform data mining and pattern discovery utilizing open source actionable information to prepare for specific events or situations from multiple information sources. We focus on combining detection theory with game theory for classifying ships in Arctic Ocean to verify ship reporting. More specifically, detection theory is used to determine probability of deciding if a ship or certain ship class is present or not. We use game theory to fuse information for optimal decision making on ship classification. Hierarchy game theory framework enables complex modeling of data in probabilistic modeling. However, applicability to big data is complicated by the difficulties of inference in complex probabilistic models, and by computational constraints. We provide a framework for fusing sensor inputs to help compare if the information of a ship matches its AIS reporting requirements using mixed probabilities from game theory. Our method can be further applied to optimizing other choke point scenarios where a decision is needed for classification of ground assets or signals. We model impact on decision making on accuracy by adding more parameters or sensors to the decision making process as sensitivity analysis.


Inter-Disciplinary Inquiry-Based Science Experiences for the 21st Century
Suzanne Lunsford, Phuong Khanh Quoc Nguyen, Corrie Spradlin
Pages: 7-9
Abstract | Full Text | Video | Comments
ABSTRACT:
Inter-disciplinary Inquiry-Based Science Experiences that have Science Technology Engineering and Mathematics (STEM) in the undergraduate learning experiences are the learning experiences needed for the 21st century. The laboratory research experiences for my undergraduate science education students working on development of sensors to analysis of field samples changes a typical traditional classroom into a highly interactive learning environment. The inquiry-based labs are required to engage students into problem solving with the process of critical thinking skills. These problem-based skills enable students to generate, evaluate and share their research findings for their sensors developed. The students are required to design the sensor to analyze a sample collected on a field trip. The sensor(s) developed to the samples collected on a field trip are analyzed by technology such as cyclic voltammetry (CV), differential pulse voltammetry (DPV), square-wave anodic stripping voltammetry (SWASV), Scanning Electron Microscopy (SEM), Fourier Transform Infrared Spectroscopy (FTIR), X-Ray Fluorescence (XRF) and Raman Spectroscopy [1-3]. The results of the SWASV will be shared to show the students success at learning how to utilize and develop novel sensors in this talk related to heavy metal detection in water sampling.


Fostering Interdisciplinary Collaboration to Improve Student Learning
Ronald A. Styron Jr., Jennifer L. Styron
Pages: 10-15
Abstract | Full Text | Video | Comments
ABSTRACT:
The purpose of this study was to compare the impact on student learning of those enrolled in courses where instructors participated in collegial coaching and peer mentoring. A nonequivalent group design methodology was employed along with an analysis of variance to analyze data. Findings indicated higher mastery levels of student learning outcomes, higher levels of perceived critical thinking and collaboration by students, statistical significance in critical thinking constructs, higher levels of persistence, and more A’s and B’s and fewer D’s and F’s in courses where faculty members were mentored as compared to courses where faculty members were not.


A Discipline-Independent Approach to a Higher Cognitive Pedagogy
Hendel Russell Jay
Pages: 16-21
Abstract | Full Text | Video | Comments
ABSTRACT:
We present a content-independent formulation of higher cognitive pedagogy, by identifying higher cognitive pedagogy with executive function which in turn we equate with continual multi-dimensional processing of drivers of outcomes. The key focus in this definition is on multiple dimensions. We apply our definition to four diverse disciplines: a) mathematical modeling of verbal problems is presented as an interaction between the dimensions of language and algebra; b) complex mathematical problems are presented as an interaction between multiple sub-problems participating in one solution; c) essay writing is presented as an interaction between specific atomic competency skills – creating meaningful sentence pairs – and hierarchical organization into greater wholes such as paragraphs and essays; d) foreign language translation is presented as a dimensional parsing of hypernyms and hyponyms; similarly, literary translation is presented as a dynamic interaction between multiple dimensions of a literary work. We show consistency and correlation between the executive-function pedagogical approach and the Bloom-Anderson approach.


Anticipating Serendipity. Preparing for the Unexpected.
Marlowe Thomas J.
Pages: 22-26
Abstract | Full Text | Video | Comments
ABSTRACT:
Serendipity—using “fortunate accidents” for learning or discovery—is a valued if too infrequent route to progress. Although serendipity cannot be scheduled or relied upon, one can develop skills, flexibility and habits of mind that make the recognition and incorporation of serendipitous discoveries more likely. This paper overviews at a high level a program of activities and concepts aimed at preparing modern professionals and communities to leverage the fortunate occurrences they encounter.


An Inter-Disciplinary Language for Inter-Disciplinary Communication: Academic Globalization, Ethos, Pathos, and Logos
Marta Szabo White
Pages: 27-32
Abstract | Full Text | Video | Comments
ABSTRACT:
Inspired by the intersection of character, emotions, and logic, much like a Hungarian Rhapsody which is beautifully sad; this paper explores ethos, pathos, and logos in the context of Academic Globalization. As students of the world, an inter-disciplinary language is pivotal for inter-disciplinary communication.

Given that the current state of the world stems primarily from miscommunications, it is imperative to launch a cognitive language tool which underscores global commonalities and mitigates cultural differences. Such a platform would foster interdisciplinary research, education, and communication.

New paradigms would evolve, grounded in ethos, pathos, and logos. Like yin and yang, these states are interrelated, interacting, and interchanging learning spheres. Just as day and night blend at some point; just as the Parthenon epitomized Greek thought, celebrated the birthplace of democracy, and for the first time, depicted everyday citizens in friezes- underscoring their impactful role- ethos, pathos, and logos represent cross-disciplinary communication devices which synergistically transform and ignite academic globalization.

The Literature Review links the concepts of ethos, pathos, and logos with the seminal work Lewis and his LMR framework, which has given birth to Cultureactive and subsequently to ICE [InterCultural Edge].
http://www.fuqua.duke.edu/ciber/programs/we_organize/ice/
Accessed February 14, 2014


Towards a General Methodology for Second-Order Science
Karl H. Müller
Pages: 33-42
Abstract | Full Text | Video | Comments
ABSTRACT:
In recent years a new science frontier emerged under the umbrella term of second-order science which creates new and challenging problems through a characteristic re-entry-operation like in pattern of patterns, learning of learning, cybernetics of cybernetics or logic of logic, which works with and on building blocks or elements of traditional or first-order scientific research and which, due to this re-entry configuration, becomes inherently reflexive.

In this article I will pursue the ambitious goal to develop a general methodology for second-order science which is needed for second-order analyses from their initial stages up to the final steps. This general methodology will be framed as a sequence of recombination operations which become the central task for a particular step in the design of second-order investigations.


Cross-Cultural Communication Training for Students in Multidisciplinary Research Area of Biomedical Engineering
Shigehiro Hashimoto
Pages: 43-48
Abstract | Full Text | Video | Comments
ABSTRACT:
Biomedical Engineering makes multidisciplinary research area, which includes biology, medicine, engineering and others. Communication training is important for students, who have a potential to develop Biomedical Engineering. Communication is not easy in a multidisciplinary research area, because each area has its own background of thinking. Because each nation has its own background of culture, on the other hand, international communication is not easy, either. A cross-cultural student program has been designed for communication training in the multidisciplinary research area. Students from a variety of backgrounds of research area and culture have joined in the program: mechanical engineering, material science, environmental engineering, science of nursing, dentist, pharmacy, electronics, and so on. The program works well for communication training in the multidisciplinary research area of biomedical engineering. Foreign language and digital data give students chance to study several things: how to make communication precisely, how to quote previous data. The experience in the program helps students not only understand new idea in the laboratory visit, but also make a presentation in the international research conference. The program relates to author's several experiences: the student internship abroad, the cross-cultural student camp, multi PhD theses, various affiliations, and the creation of the interdisciplinary department.



The Smarter Planet: Built on Informatics and Cybernetics
Maymir-Ducharme Fred A., Angelelli Lee A.
Pages: 49-54
Abstract | Full Text | Video | Comments
ABSTRACT:
IBM’s Smarter Planet initiative is a multi-disciplined approach that integrates the key tenets of the IMSCI 2014 (The 8th International Multi-Conference on Society, Cybernetics, and Informatics) conference [1]. Industry has seen a tremendous explosion of data growth. Organizations that dealt with Terabytes (TB) and Petabytes (PB) just a couple of years ago are now faced with the challenge of dealing with Exabytes (EB) of data. An Exabyte is 1018 Bytes – a million times a billion bytes! The amount of information available today is truly remarkable; so much that it is considered by many in industry as a new “natural resource.” Computing has similarly grown and made major advances. Today’s fastest supercomputer is a 33.8 PFLOPS machine (33.8 x 1015 floating point operations per second) and applies analytics to predict weather to a degree that was unimaginable ten years ago. The Smarter Planet approach goes beyond the traditional data sources to include a plethora of sensor data (e.g., utility readings, concrete pressure sensors on a bridge, etc.) and applies analytics to provide new Informatics, which in turn can be used to advance new Cybernetics (e.g., Smarter Buildings, Smarter Cities) to address Societal needs in new, innovative ways. [2]

[1] Callaos, Nagib (March, 2013), http://www.iiis.org/Nagib-Callaos/Cognition-and-Knowledge

[2] Palmisano, Sam “A Smarter Planet: The Next Leadership Agenda,” Speech to the Council on Foreign Relations, New York, NY, 6 November 2008



Casting a Wide Net for Innovation: Bringing Interdisciplinary Collaboration to Real World Problems
Robert Cherinka, Joe Prezzama
Pages: 55-59
Abstract | Full Text | Video | Comments
ABSTRACT:
Federal agencies are seeking new ways to innovate, procure and enhance enterprise capabilities. Competitions are one tool that federal agencies can use to drive innovation and solve mission-centric problems—whether technical, scientific, or creative. In this paper we present an examination of several approaches to foster open innovation through challenges and competitions in support of key business operations in the workforce. We highlight specific examples of their use in “real world” environments and provide an assessment of applicability, benefits and challenges for implementation in large organizations.


Knowledge Integration and Inter-Disciplinary Communication in Action Research
Hahn Heidi Ann
Pages: 60-67
Abstract | Full Text | Video | Comments
ABSTRACT:
In a plenary talk at WMSCI 2012 entitled “Planning for Action Research: Looking at Practice through a Different Lens,” this author asserted that behavioral science practitioners, often “back into” action research – they start out doing a process improvement or intervention and discover something along the way, i.e., generalizable knowledge, that seems worthwhile to share with their community of practice. It was further asserted that, had the efforts been conceived of as research from the outset, the contributions to the body of knowledge would be more robust and the utility of the projects would improve as well. This paper continues on that theme.

Action research and process improvement methods are briefly described and compared. A comparison of two Los Alamos National Laboratory engineering ethics training projects – one developed using a process improvement framework, the other using an action research framework – is put forth to provide evidence that use of a research “lens” can enhance behavioral science interventions and the knowledge that may result from them. The linkage between the Specifying Learning and Diagnosing stages of the Action Research Cycle provides one mechanism for integrating the knowledge gained into the product or process being studied and should provide a reinforcing loop that leads to continual improvement.

The collaborative relationships among researchers and the individual, group, or organization that is the subject of the imp rovement op p ortunity (the “client”), who are likely from very different backgrounds, and the interpretive epistemology that are among the hallmarks of action research also contribute to the quality of the knowledge gained. This paper closes with a discussion of how Inter-Disciplinary Communication is embedded within the action research paradigm and how this likely also enriches the knowledge gained.


C-ITS as Multidisciplinary Area with High Demand on Telecommunications Solutions
Tomas Zelinka
Pages: 68-72
Abstract | Full Text | Video | Comments
ABSTRACT:
Cooperative Intelligent Transport Systems (C-ITS) are concentrated on transportation systems with goal to improve usability, efficiency and safety of the existing as well as newly constructed transportation infrastructure. These concepts are associated with high society expectations that C-ITS will principally participate in resolving of continuously growing transportation challenges. C-ITS represents typical multidisciplinary area where effective cooperation of wide range of different disciplines is the key condition of the success. Possible approach to treatment of requirements on telecommunication services in C-ITS applications is presented.


Forging Industry-Academic Alliances
Joseph M. Woodside
Pages: 73-75
Abstract | Full Text | Video | Comments
ABSTRACT:
With ever increasing amounts of data, organizations are identifying the importance of Business Intelligence (BI) and Analytics for decision making. However in order to realize the full potential of these technologies, organizations require well-trained and educated management and analytic subject matter experts to transform the data and results into actionable information for decisions.

In order to meet this demand for analytical talent, a Center for Business Intelligence and Analytics (CBIA) housed within the university seeks to develop knowledge and skills vital in the fast changing field of business, through developing the next generation of managers and analysts with skills in decision-making through use of analytical techniques. This presentation provides the strategic framework for the definition and development of a CBIA and framework for joint academic and industry collaboration to develop the next generation of industry experts. The core components including industry demand, alliance objectives including objectives, curriculum and talent requirements, and opportunities.


Academic Ethos, Pathos, and Logos. Research Ethos
Nagib Callaos, Bekis Callaos
Pages: 76-95
Abstract | Full Text | Video | Comments
ABSTRACT:
Elsewhere (N. Callaos and B. Callaos, 2014)1 we have shown the conceptual necessity and the pragmatic importance of including Ethos, Pathos, and Logos in any systemic methodology for Information Systems Development (including software-based systems) and for the design and implementation of informing processes. This is the first article of a planned series in which we will try to apply what has been shown and concluded in the mentioned article to the specific case of Academic Informing or Academic Information Systems. Research activities include informing processes, which should address the respective Ethos. Our purpose in this article is to address one of the issues involved in this aspect. With this article we are trying to make a step forward according to the recommendations we included in the conclusions of the referred article (N. Callaos and B. Callaos, 2014). To do so, we will briefly abridge previous work, provide some facts via real life examples, give few opinions and ask many questions. Few of these questions will be rhetorical one while most of them are oriented to generate reflections in the respective issue and potentially some research, intellectual enquiry, or practice based position papers.


Realizing a Disciplinarian State of Being from an Interdisciplinary Approach or an Interdisciplinarian State of Being from Disciplines
Matthew E. Edwards
Pages: 96-102
Abstract | Full Text | Video | Comments
ABSTRACT:
An interdisciplinarian is a focusedly learned individual who has had both additional expert tutelage and “synergetic knowledge connections,” resulting from convolvement learning of comparative and contrasting information and methods. Secondly, to be a multidisciplinarian is to be knowledgeable in two or more disciplines without having had the benefits of expert tutelage or “synergetic knowledge connections.” Thirdly, a disciplinarian is a focusedly learned individual possessing vast amounts of related information and understanding in a single field of study, resulting from additional expert tutelage, thus allowing the individual to be able to investigate new concepts, serve an organization, solve existing problems, or make new products. This same ability to investigate new concepts, serve an organization, solve existing problems, and make new products exists for the interdisciplinarian as well, but far less so if not at all for the multidisciplinarian individual. These vastly different states of being are what we call in this research Career-path Alliances. Each Careerpath alliance can manifest through opportunities where an individual can persist by doing scholarly activities on one hand, or serving organizations, practicing professional activities, or entering early career choice positioning on the other. How to achieve a Career-path alliance and sustain the same is an interesting contemplation. To that extent, we have reviewed the Career-path alliances and illustrated here selected structures that illumine timelines to achieve such states of being. Also, along with providing critical information on issues pertaining to achieving each Career-path alliance, particularly regarding socio-economics of different groups of individuals, we denote how to maintain or persist in each alliance once achieved, and how to transition from one alliance to another, while still maintaining a scholarly demeanor, a servicing posture, a professional practicing behavior, or an early career choice participation stance after either the interdisciplinarian or disciplinarian alliance has been achieved.


A Philosophy of Learning
Jeremy Horne
Pages: 103-107
Abstract | Full Text | Video | Comments
ABSTRACT:
The survival of the homo sapiens sapiens species depends upon learning and passing on to future generations quality knowledge. Yet, we find to an increasing extent a corruption of the process, resulting in ignorance, environmental destruction, and breakdown of community. A fundamental shift in priorities is required to avert disaster. Articulating a solution depends upon a language, which, in turn, depends upon clarifying concepts. This paper identifies the dialectical (something existing because of what it is not) interrelationship of episteme (theory) and techné (practice) within the framework of ethos, pathos, and logos. This structure and process as learning provides coherence in developing knowledge and can then be what in a generic sense is religion (to cohere, or bind). In a monk-like devotion to learning to generate quality knowledge humanity can appreciate its own meaning and make this world a better place in which to live. In this way religion becomes philosophy, and philosophy religion.