Preface |
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vii | |
Editors |
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xi | |
Contributors |
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xiii | |
1 Knowledge Management for Action-Oriented Analytics |
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1 | (30) |
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2 | (4) |
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Categorizing Analytics Projects |
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6 | (2) |
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Classification by Technical Type |
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6 | (1) |
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Classification from a Business Perspective |
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7 | (1) |
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8 | (1) |
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Analytics, Operations Research/Management Science, and Business Intelligence |
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9 | (1) |
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Overview of Analytics Examples |
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10 | (2) |
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12 | (8) |
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12 | (2) |
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14 | (3) |
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17 | (1) |
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Customer-Facing Analytics |
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18 | (2) |
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20 | (1) |
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Multiple Project Examples |
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20 | (3) |
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23 | (3) |
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Organizational Environment |
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23 | (1) |
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24 | (1) |
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Analytics Workflow Embedded in Business Processes |
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25 | (1) |
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26 | (1) |
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27 | (4) |
2 Data Analytics Process: An Application Case on Predicting Student Attrition |
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31 | (36) |
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Introduction to Data Analytics Processes |
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32 | (14) |
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Knowledge Discovery in Databases Process |
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32 | (2) |
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Cross-Industry Standard Process for Data Mining |
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34 | (5) |
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Step 1 Business Understanding |
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35 | (1) |
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Step 2 Data Understanding |
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35 | (1) |
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36 | (1) |
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37 | (1) |
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Step 5 Testing and Evaluation |
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38 | (1) |
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39 | (1) |
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Sample, Explore, Modify, Model, Assess Process |
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39 | (3) |
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40 | (1) |
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41 | (1) |
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41 | (1) |
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41 | (1) |
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42 | (1) |
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Six Sigma for Data Analytics |
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42 | (3) |
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44 | (1) |
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44 | (1) |
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45 | (1) |
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45 | (1) |
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45 | (1) |
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Which Process Is the Best? |
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45 | (1) |
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Application Case: Predicting Student Attrition with Data Analytics |
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46 | (17) |
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Introduction and Motivation |
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47 | (2) |
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49 | (8) |
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50 | (4) |
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Predictive Analytics Models |
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54 | (2) |
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56 | (1) |
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57 | (2) |
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Discussion and Conclusions |
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59 | (4) |
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63 | (4) |
3 Transforming Knowledge Sharing in Twitter-Based Communities Using Social Media Analytics |
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67 | (54) |
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68 | (1) |
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Collective Knowledge within Communities of Practice |
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69 | (2) |
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Evolution of Analytics in Knowledge Management |
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71 | (4) |
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75 | (6) |
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Twitter-Based Communities as Communities of Practice |
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76 | (1) |
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Twitter-Based Communities as Organizations |
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77 | (47) |
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Transforming Tacit Knowledge in Twitter-Based Communities |
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78 | (1) |
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Representing Twitter-Based Community Knowledge in a Dimensional Model |
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78 | (3) |
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81 | (4) |
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85 | (7) |
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92 | (2) |
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94 | (3) |
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97 | (5) |
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102 | (3) |
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105 | (5) |
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Opinion-Location Interaction |
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110 | (3) |
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Conclusion and the Road Ahead |
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113 | (2) |
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115 | (1) |
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116 | (5) |
4 Data Analytics for Deriving Knowledge from User Feedback |
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121 | (20) |
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121 | (2) |
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123 | (1) |
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124 | (4) |
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125 | (2) |
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127 | (1) |
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User Feedback Analysis: The Existing Work |
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128 | (2) |
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Deriving Knowledge from User Feedback |
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130 | (7) |
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133 | (1) |
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134 | (2) |
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136 | (1) |
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Conclusions and Future Work |
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137 | (1) |
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138 | (3) |
5 Relating Big Data and Data Science to the Wider Concept of Knowledge Management |
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141 | (26) |
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142 | (1) |
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The Wider Concept of Knowledge Management |
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143 | (1) |
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The Shift in Data Practices and Access |
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144 | (2) |
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Data Science as a New Paradigm |
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146 | (1) |
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Big Data Cost and Anticipated Value |
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147 | (1) |
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Information Visualization |
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148 | (4) |
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152 | (5) |
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Applications and Case Studies |
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157 | (3) |
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Emerging Career Opportunities |
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160 | (3) |
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163 | (1) |
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163 | (4) |
6 Fundamentals of Data Science for Future Data Scientists |
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167 | (28) |
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Data, Data Types, and Big Data |
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168 | (2) |
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Data Science and Data Scientists |
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170 | (4) |
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Defining Data Science: Different Perspectives |
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170 | (2) |
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Most Related Disciplines and Fields for Data Science |
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172 | (1) |
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Data Scientists: The Professions of Doing Data Science |
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173 | (1) |
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Data Science and Data Analytics Jobs: An Analysis |
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174 | (8) |
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Purposes of Analysis and Research Questions |
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175 | (1) |
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175 | (1) |
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Data Cleanup and Integration |
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176 | (1) |
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176 | (1) |
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177 | (5) |
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Characteristics of the Employers |
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177 | (1) |
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178 | (1) |
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Word Cloud and Clusters on Qualifications and Responsibilities |
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178 | (4) |
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Summary of the Job Posting Analysis |
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182 | (1) |
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Data Science Education: Current Data Science Programs and Design Considerations |
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182 | (10) |
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Data Science Programs Overview |
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182 | (9) |
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PhD Programs in Data Science |
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182 | (4) |
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Masters Programs in Data Science |
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186 | (1) |
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Graduate Certificate Programs in Data Science |
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186 | (1) |
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Massive Open Online Courses |
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186 | (5) |
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191 | (1) |
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Data Science Program: An Integrated Design |
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191 | (1) |
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192 | (1) |
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193 | (2) |
7 Social Media Analytics |
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195 | (26) |
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196 | (3) |
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Historical Perspective of Social Networks and Social Media |
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199 | (2) |
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201 | (2) |
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203 | (4) |
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Defining Social Media Analytics |
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203 | (1) |
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Processes of Social Media Analytics |
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204 | (3) |
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Social Media Analytics Techniques |
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207 | (4) |
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207 | (1) |
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208 | (1) |
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208 | (3) |
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208 | (1) |
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209 | (1) |
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210 | (1) |
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211 | (1) |
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Social Media Analytics Tools |
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211 | (3) |
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Scientific Programming Tools |
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211 | (1) |
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Network Visualization Tools |
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212 | (1) |
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212 | (1) |
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Social Media Monitoring Tools |
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213 | (1) |
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213 | (1) |
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213 | (1) |
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Social Media Management Tools |
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214 | (1) |
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Representative Fields of Social Media Analytics |
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214 | (1) |
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215 | (1) |
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216 | (5) |
8 Transactional Value Analytics in Organizational Development |
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221 | (30) |
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222 | (1) |
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223 | (1) |
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Organizations as Self-Adapting Complex Systems |
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224 | (2) |
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Patterns of Interaction as Analytical Design Elements |
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226 | (1) |
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Tangible and Intangible Transactions |
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226 | (1) |
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Value Network Representation of Organizations |
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227 | (4) |
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Analyzing the Value Network |
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231 | (7) |
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How to Ensure Coherent Value Creation |
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238 | (1) |
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Eliciting Methodological Knowledge |
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238 | (3) |
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Externalizing Value Systems through Repertory Grids |
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241 | (4) |
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Developing Commitment for an Organizational Move |
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245 | (1) |
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246 | (1) |
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247 | (4) |
9 Data Visualization Practices and Principles |
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251 | (26) |
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251 | (2) |
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Data Visualization Practice |
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253 | (12) |
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Multidimensional Visualization |
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253 | (7) |
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Hierarchical Data Visualization |
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260 | (5) |
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Data Visualization Principles |
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265 | (8) |
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267 | (4) |
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Specific Principles: Text |
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271 | (1) |
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Specific Principles: Color |
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271 | (1) |
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Specific Principles: Layout |
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272 | (1) |
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Implications for Future Directions |
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273 | (1) |
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274 | (1) |
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274 | (3) |
10 Analytics Using Machine Learning-Guided Simulations with Application to Healthcare Scenarios |
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277 | (48) |
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279 | (1) |
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280 | (2) |
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Simulation Modeling and Machine Learning: Toward More Integration |
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280 | (1) |
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The Prospective Role of Machine Learning in Simulation Modeling |
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281 | (1) |
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282 | (2) |
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282 | (1) |
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Artificial Intelligence-Assisted Simulations |
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283 | (1) |
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Simulation-Based Healthcare Planning |
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283 | (1) |
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Background: Big Data, Analytics, and Simulation Modeling |
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284 | (7) |
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284 | (1) |
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Characteristics of Big Data |
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284 | (3) |
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287 | (1) |
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288 | (2) |
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What Can Big Data Add to Simulation Modeling? |
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290 | (1) |
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Analytics Use Case: Elderly Discharge Planning |
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291 | (2) |
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291 | (1) |
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292 | (1) |
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Overview of Analytics Approach |
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293 | (1) |
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293 | (3) |
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Unsupervised Machine Learning: Discovering Patient Clusters |
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296 | (6) |
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296 | (1) |
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297 | (1) |
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297 | (1) |
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298 | (1) |
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298 | (1) |
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298 | (2) |
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300 | (2) |
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Modeling Cluster-Based Flows of Patients |
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302 | (3) |
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Initial System Dynamics Model |
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302 | (1) |
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Model Assumptions and Simplifications |
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302 | (1) |
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Cluster-Based System Dynamics Model |
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303 | (2) |
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Modeling Patient's Care Journey |
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305 | (3) |
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305 | (2) |
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307 | (1) |
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307 | (1) |
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Supervised Machine Learning: Predicting Care Outcomes |
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308 | (6) |
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Overview of Predictive Models |
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308 | (1) |
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Significance of Predictive Models |
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309 | (1) |
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309 | (1) |
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309 | (2) |
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310 | (1) |
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310 | (1) |
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311 | (1) |
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Learning Algorithm: Random Forests |
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312 | (1) |
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312 | (2) |
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314 | (2) |
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Model Verification and Validation |
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316 | (1) |
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316 | (1) |
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317 | (1) |
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317 | (1) |
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318 | (1) |
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319 | (1) |
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319 | (6) |
11 Intangible Dynamics: Knowledge Assets in the Context of Big Data and Business Intelligence |
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325 | (30) |
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326 | (1) |
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A Wider View of Intangibles |
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326 | (2) |
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Big Data and Business Analytics/Intelligence |
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328 | (1) |
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Reimagining the Intangibles Hierarchy |
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329 | (4) |
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Assessment of the Intelligence Hierarchy in Organizations |
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333 | (3) |
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Measuring Intangible Asset Scenarios |
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336 | (4) |
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Intangible Assets and Metrics: Illustrative Applications |
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340 | (11) |
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340 | (4) |
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344 | (3) |
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347 | (4) |
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351 | (1) |
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352 | (3) |
12 Analyzing Data and Words-Guiding Principles and Lessons Learned |
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355 | (52) |
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356 | (1) |
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357 | (2) |
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Research and Business Goals (Why?) |
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359 | (11) |
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What Are You Trying to Achieve? What Is Your Research or Business Goal? |
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359 | (1) |
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What Good Practices and Good Practice Models Exist? |
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360 | (1) |
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How Will You Measure the Results of Your Analysis? |
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360 | (1) |
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What Level of Risk Are You Willing to Assume? |
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361 | (1) |
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What Level of Investment Are You Willing to Make? |
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361 | (1) |
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Is This a Project or Enterprise-Level Goal? |
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362 | (1) |
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Understanding Why in Context-Use Case Scenarios |
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362 | (8) |
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How We Use the Tools-Analysis as a Process |
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370 | (11) |
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Analytical Method Is Best Suited to the Goals? |
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371 | (4) |
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Quantitative Analysis and Data Analytics |
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371 | (1) |
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Qualitative Analysis and Language Based Analytics |
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372 | (2) |
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Mixed Methods Analysis and Variant Sources |
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374 | (1) |
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When Is a Quantitative Analysis Approach Warranted? |
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375 | (1) |
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When Is a Qualitative Analysis Approach Warranted? |
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375 | (1) |
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When Should We Choose a Mixed Methods Approach? |
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375 | (1) |
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Which of These Analytical Methods Are Supported by Tools? |
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376 | (1) |
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Which of These Analytical Methods Are Not Supported by Tools? |
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376 | (1) |
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What Opportunities Are There for Mixing Analytical Methods? |
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377 | (1) |
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377 | (4) |
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What Sources Are We Analyzing? |
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381 | (15) |
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What Is the Nature of Language, Information, and Knowledge We're Using as Source Evidence? |
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382 | (2) |
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What Meaning or Understanding Are We Deriving from the Language? |
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384 | (1) |
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What Linguistic Registers Are Represented in the Source Evidence? |
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384 | (1) |
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What Knowledge Structures Are Represented in the Source Evidence? |
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385 | (1) |
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What Types of Semantic Methods Are Available for Us to Work With? |
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386 | (1) |
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What Does the Analytical Workflow Look Like for Each of These Methods? |
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386 | (1) |
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Do These Methods Offer the Possibility of Reducing or Eliminating the Subjective Interpretation Element? |
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386 | (1) |
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What Is the Return on Investment for the Analysis? |
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387 | (1) |
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What Level of Effort Is Involved in Doing a Rigorous Analysis? |
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387 | (1) |
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What Types of Competencies Are Needed to Support the Analysis? |
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387 | (1) |
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What Is the Feasibility of the Analysis Without Semantic Methods? |
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387 | (1) |
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Understanding Sources in Context-Use Case Examples |
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388 | (8) |
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Fitting Tools to Methods and Sources |
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396 | (2) |
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Reviewing Your Tool Choices |
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397 | (1) |
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397 | (1) |
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397 | (1) |
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Lessons Learned and Future Work |
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398 | (2) |
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400 | (1) |
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401 | (6) |
13 Data Analytics for Cyber Threat Intelligence |
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407 | (26) |
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408 | (1) |
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Cyber Threat Intelligence |
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409 | (11) |
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Related Work in Cyber Threat Intelligence |
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410 | (1) |
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Computational Methods in Cyber Treat Intelligence |
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411 | (2) |
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Challenges in Cyber Threat Intelligence |
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413 | (2) |
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Prevalence of Social Media Analysis in Cyber Threat Intelligence |
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415 | (1) |
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Benefits of Social Media Analysis in Cyber Threat Intelligence |
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416 | (1) |
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Establishing Motivations in Cyber Threat Intelligence through Social Media Analysis |
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417 | (1) |
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Role of Behavioral and Predicative Analysis in Cyber Threat Intelligence |
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418 | (2) |
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420 | (7) |
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Linguistic Inquiry Word Count |
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421 | (2) |
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423 | (1) |
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424 | (1) |
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Case Study Using Linguistic Inquiry Word Count |
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425 | (2) |
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427 | (1) |
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427 | (6) |
Index |
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433 | |