Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application theory to practice, include complex situational, personal, material, and organisational factors. Central forming successful WIL experiences partnership, support, collaboration extended by all key stakeholders. The Covid-19 pandemic disrupted experiences, with many developed partnerships ...

We introduce a new knowledge operator called ``knowing whether.'' Knowing whether an event occurred means either knowing that it occurred or knowing that it did not occur. We demonstrate the following difference between ``knowing whether'' and ``knowing that.'' In a multiple agent model, a sequence of events generated by successively applying ``knowing that'' operators, or their negations, may ...

This work is motivated by the existence of two useful but quite different knowledge representation formalisms, the situation calculus due to McCarthy, and the logic of only knowing due to Levesque. In this paper, we propose the logic , which combines both approaches in a clean and natural way. We present a semantics for which generalizes the semantics of to account for actions, and a sound and ...

s of Work Shop Presentations Session 1: Self and others in nonhuman primates Session Chair: Masako Myowa-Yamakoshi (Kyoto University, Japan.) Matching of self and other possible mechanisms and functions of neonatal imitation in infant macaques Annika Paukner (NICHD, USA) Abstract Neonatal imitation, the phenomenon in which newborn human infants can accurately imitate facial gestures, has been s...

An assumption of all major accounts of categorization is that the system operates in a Features-First manner: a stimulus is mentally encoded in terms of observable properties which are then evaluated for fit to known categories. A testable prediction of this view is that people must know the features of an object before knowing what category it belongs to. Experimental results using a speeded v...

To provide an explanation of the evolution of scientific knowledge, I start from the assumption that knowledge is based on concepts, and propose that each concept about reality is affected by vagueness. This entails a paradox, which I term Knowledge Paradox (KP): i.e. we need concepts to acquire knowledge about the real world but each concept is a step away from reality. The KP provides a unify...