The use of technology has become fairly integrated into our personal, educational, and professional lives. Students with disabilities attending postsecondary institutions may require the use of Assistive Technology (AT) for their educational pursuits and access to other technology. This study quantified students' general knowledge of AT and specific knowledge of Dragon NaturallySpeaking software. In addition, this study examined the relationship between disability support services received and current knowledge of AT among students with disabilities in a postsecondary environment. Participants were recruited from those who received disability support services at a midsize university in Illinois. An online survey was administered to 41 participants that included the Prior Knowledge of Assistive Technology Instrument (PKATI). Results indicated that participants' knowledge was influenced by three factors; prior training in AT within a postsecondary institution, access and availability to AT within postsecondary environments, and personal confidence in understanding of AT.

As melhorias alcançadas na Educação através do uso das tecnologias de informação e comunicação são inegáveis. Entretanto, os avanços em direção a um ensino personalizado e direcionado às preferências, ao nivelamento (saneamento das dificuldades e pré-requisitos de conteúdo) e aos interesses dos estudantes são pequenos. Desta forma, através da identificação dos conhecimentos prévios dos alunos, bem como dos conteúdos (conceituais) buscou-se aprimorar o processo de ensino para que cada aluno alcance, a seu modo (de forma personalizada) o aprendizado e possa avançar na disciplina/ano em questão. Como é humanamente impossível um professor conhecer as características e dificuldades de conteúdo de todos os seus alunos, é interessante que o ambiente virtual que apoia o professor possa auxiliar para um atendimento mais personalizado, permitindo que o aluno interaja no seu próprio ritmo de estudo, acesse os conteúdos necessários ou aprofunde-se em algum conteúdo que ele já domine. Esta tese propõe um método de uso das ferramentas disponíveis de ambientes virtuais, principalmente do MOODLE, para alcançar a personalização do ensino e conduzir o aluno em sua própria trajetória individual rumo ao aprendizado significativo, sanando dificuldades de conteúdo. Seguindo o objetivo de melhorar a qualidade do ensino sem necessidade de grade investimento de desenvolvimento de ambiente nem aporte financeiro. Para validar o método foi realizado um projeto piloto mais dois experimentos, todos no Colégio Militar de Porto Alegre que totalizaram a participação de 256 alunos. Os resultados demonstraram a viabilidade do método, medido através da melhora nas notas (análise quantitativa) e da análise qualitativa dos dados e dos questionários (respondidos pelos alunos e professores). Destaca-se como vantagem educacional o desenvolvimento do método que pode ser aplicado a qualquer disciplina ou modelo de ensino e como vantagem computacional o uso do MOODLE para personalizar o ensino. / The use of information and communication technologies made undeniable advances in education. However, advances towards personalized learning and directed to the preferences, the leveling (improvement of difficulties and prerequisites) and to the interests of students are small yet. Thus, it is intended, by identifying the students' prior knowledge and content (conceptual) to improve the process so that each student reach, at their mode (personalized) the learning and make progress in discipline/year in question. We know that is humanly impossible for a teacher to know the characteristics and difficulties of content of all his students. So, the virtual environment that supports the teacher should have the flexibility to customize interactions with each student, which allows the student to interact at his/her own study pace, access the necessary content or deepen in some content that he/she has mastered. This thesis proposes a method for using the available virtual environments tools, especially the MOODLE, to achieve the personalization of teaching and to lead the student in his own individual trajectory toward meaningful learning, healing content difficulties. Following the objective of improving the quality of education without the need for large investment in environmental development or financial contribution. To validate the method was carried out a pilot project plus two experiments, all occurred at Military College of Porto Alegre, with a total of 256 students. The results showed the viability of the method, measured by the improvement in grades (quantitative analysis) and the qualitative analysis of data and questionnaires (answered by students and teachers). It is highlighted as an educational advantage, the development of the method that can be applied to any discipline or teaching model and as computational advantage, the use of MOODLE to customize teaching.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-08-26T18:19:38Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao do Mestrado Edna Porto.pdf: 1288631 bytes, checksum: 3e6f2db35e44707de753eec0c1fbddd2 (MD5) / Made available in DSpace on 2016-08-26T18:19:38Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao do Mestrado Edna Porto.pdf: 1288631 bytes, checksum: 3e6f2db35e44707de753eec0c1fbddd2 (MD5) Previous issue date: 2015-02-26 / CNPQ / Compreender o raciocínio dos estudantes ao resolverem problemas matemáticos têm ocupado muitos pesquisadores de áreas como a Psicologia e a Educação Matemática, em especial no que tange identificar as dificuldades e erros conceituais atrelados a um conceito, como também a investigação de suportes que facilitem a articulação entre conhecimentos prévios à educação formal. O presente estudo consistiu em investigar o raciocínio proporcional de estudantes da educação de adultos, cursando a 4ª Fase (que corresponde ao 8° e ao 9° ano do ensino fundamental); bem como de forma específica, (i) as estratégias utilizadas para solucionar problemas envolvendo o conceito de proporção; (ii) se existem diferenças nos desempenhos e nas estratégias em função dos temas que perpassam vida social apresentados nos problemas, neste estudo em particular, as Eleições presidenciais e a Copa do Mundo e (iii) se existem diferenças no desempenho e nas estratégias em função do tipo de problema. Para tal, participaram 34 estudantes, de idades variando de 18 a 47 anos, de uma escola pública da cidade de Petrolina-PE. Todos os participantes resolveram 18 problemas, envolvendo seis tipos de situações (valor omisso; conversão entre razão, taxa e representações; os que envolvem unidade de medidas e números; comparação; transformação; e conversão entre sistemas de representação). Estes foram apresentados, individualmente, em duas sessões, durante as quais foi utilizado o método clínico Piagetiano para melhores esclarecimentos sobre as formas de resolução e ao final foi realizada uma entrevista. Os dados foram analisados em função de dois aspectos: números de acertos e as estratégias adotadas na resolução. Na avaliação do desempenho foram controladas as variáveis internas: tipos de problemas, tipos de problemas associados ao contexto (Copa do Mundo, Eleições Presidenciais e Prototípicos) como também a variável externa afinidade com o contexto. Os resultados obtidos foram analisados à luz da teoria dos Campos Conceituais de Gérard Vergnaud e mostraram que estudantes da 4ª fase, mesmo não tendo estudado formalmente o conceito de proporcionalidade conseguem resolver alguns problemas envolvendo relações proporcionais. Foi verificada a influência do contexto apenas quando comparado os problemas da Copa do Mundo e os Prototípicos, e foi observado desempenho semelhante quando comparado o contexto Copa do Mundo e Eleições, e também entre este último e o desempenho nos problemas Prototípico. No que tange às diferentes situações de proporcionalidade resolvidas, constatou-se que aquelas que envolvem o julgamento qualitativo são mais facilmente resolvidas do que as que envolvem outros sistemas de representação. As respostas dos estudantes demonstraram o uso de vários tipos de estratégias, que foram classificadas como: Tipo 1(imprecisa ou ausente); Tipo 2 (conhecimento de mundo); Tipo 3 (sentido numérico); Tipo 4 (operações aditivas); Tipo 5 (campo multiplicativo associado a operações aditivas) e Tipo 6 (campo multiplicativo). Concluiu-se com este estudo que nem sempre ao resolver e acertar problemas proporcionais o estudante apresenta o raciocínio proporcional e que este é mais facilmente desenvolvido em algumas situações que em outras, evidenciando que o domínio da proporcionalidade se dá de forma gradativa e requer o desenvolvimento de outros conceitos, representações e procedimentos. / Understanding the reasoning of students when resolving mathematical problems has occupied many researchers of the Psychology and Mathematics Education fields, especially in that which regards to identify the difficulties and conceptual errors tied to a concept, as well as an investigation of supporting materials that facilitate the link between prior knowledge and formal education. This study consisted in investigating the proportional reasoning of Adults in initial schooling who are taking the 4th stage ( which corresponds to 7th and 8th grade of elementary school); specifically, (i) the strategies utilized to resolve problems involving the concept of proportion; (ii) if there are differences in performances and in the strategies in view of topics that spans social life presented in the problems, particularly in this study, the presidential elections and the Fifa World Cup and (iii) if there are differences in the performance and strategies in view of the type of problem. For this study, 34 students between the ages of 18 and 47, from a public school in Petrolina- PE, participated. All participants resolved 18 problems involving six types of situations (missing value; conversion of ratio, rate and representations; those which involve units of measurements and numbers; comparisons; transformation; and conversions of system of representation). These were presented, individually in two sessions, in which the Piaget clinical method was used for the better understanding of the forms of solution and at the end an interview was conducted. The data was analyzed on the basis of two aspects: number of correct answers and the strategies adopted in the resolution. In the performance evaluation the following independent variables were controlled: types of problems, types of problems associated to context (Fifa World Cup, presidential elections and prototypes) as well as the dependent variable affinity to context. The acquired results were analyzed in view of the Conceptual Fields of Gérard Vergnaud and they showed that students in the 4th stage, even without having formally studied the concept of proportionality, can resolve some problems involving proportional relationships. Influence was verified only when the context of the World Cup and Prototypes were compared, and it was observed similar performance when compared the World Cup and Elections context, furthermore among the latter and the performance problems in Prototype. Regarding the different situations of proportionality resolved, it was confirmed that the problems that involve qualitative judgment were easier to resolve than those that involve other systems of representation. The students’ answers demonstrate the usage of various types of strategies which were classified as: Type 1 (inaccurate or absent); Type 2 (knowledge of the world); Type 3 (number sense); Type 4 (operations of addition); Type 5 (multiplication associated with operations of addition) and Type 6 (multiplication). It was concluded that by resolving and acquiring correct answers in proportional problems, the student presents proportional reasoning and that it is more easily developed in some situations than others proving that the domain of proportionality is given in a gradual manner and requires development of other concepts, representations and procedures.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-08-26T19:41:05Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao do Mestrado Edna Porto.pdf: 1288631 bytes, checksum: 3e6f2db35e44707de753eec0c1fbddd2 (MD5) / Made available in DSpace on 2016-08-26T19:41:05Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao do Mestrado Edna Porto.pdf: 1288631 bytes, checksum: 3e6f2db35e44707de753eec0c1fbddd2 (MD5) Previous issue date: 2015-02-26 / CNPQ / Compreender o raciocínio dos estudantes ao resolverem problemas matemáticos têm ocupado muitos pesquisadores de áreas como a Psicologia e a Educação Matemática, em especial no que tange identificar as dificuldades e erros conceituais atrelados a um conceito, como também a investigação de suportes que facilitem a articulação entre conhecimentos prévios à educação formal. O presente estudo consistiu em investigar o raciocínio proporcional de estudantes da educação de adultos, cursando a 4ª Fase (que corresponde ao 8° e ao 9° ano do ensino fundamental); bem como de forma específica, (i) as estratégias utilizadas para solucionar problemas envolvendo o conceito de proporção; (ii) se existem diferenças nos desempenhos e nas estratégias em função dos temas que perpassam vida social apresentados nos problemas, neste estudo em particular, as Eleições presidenciais e a Copa do Mundo e (iii) se existem diferenças no desempenho e nas estratégias em função do tipo de problema. Para tal, participaram 34 estudantes, de idades variando de 18 a 47 anos, de uma escola pública da cidade de Petrolina-PE. Todos os participantes resolveram 18 problemas, envolvendo seis tipos de situações (valor omisso; conversão entre razão, taxa e representações; os que envolvem unidade de medidas e números; comparação; transformação; e conversão entre sistemas de representação). Estes foram apresentados, individualmente, em duas sessões, durante as quais foi utilizado o método clínico Piagetiano para melhores esclarecimentos sobre as formas de resolução e ao final foi realizada uma entrevista. Os dados foram analisados em função de dois aspectos: números de acertos e as estratégias adotadas na resolução. Na avaliação do desempenho foram controladas as variáveis internas: tipos de problemas, tipos de problemas associados ao contexto (Copa do Mundo, Eleições Presidenciais e Prototípicos) como também a variável externa afinidade com o contexto. Os resultados obtidos foram analisados à luz da teoria dos Campos Conceituais de Gérard Vergnaud e mostraram que estudantes da 4ª fase, mesmo não tendo estudado formalmente o conceito de proporcionalidade conseguem resolver alguns problemas envolvendo relações proporcionais. Foi verificada a influência do contexto apenas quando comparado os problemas da Copa do Mundo e os Prototípicos, e foi observado desempenho semelhante quando comparado o contexto Copa do Mundo e Eleições, e também entre este último e o desempenho nos problemas Prototípico. No que tange às diferentes situações de proporcionalidade resolvidas, constatou-se que aquelas que envolvem o julgamento qualitativo são mais facilmente resolvidas do que as que envolvem outros sistemas de representação. As respostas dos estudantes demonstraram o uso de vários tipos de estratégias, que foram classificadas como: Tipo 1(imprecisa ou ausente); Tipo 2 (conhecimento de mundo); Tipo 3 (sentido numérico); Tipo 4 (operações aditivas); Tipo 5 (campo multiplicativo associado a operações aditivas) e Tipo 6 (campo multiplicativo). Concluiu-se com este estudo que nem sempre ao resolver e acertar problemas proporcionais o estudante apresenta o raciocínio proporcional e que este é mais facilmente desenvolvido em algumas situações que em outras, evidenciando que o domínio da proporcionalidade se dá de forma gradativa e requer o desenvolvimento de outros conceitos, representações e procedimentos. / Understanding the reasoning of students when resolving mathematical problems has occupied many researchers of the Psychology and Mathematics Education fields, especially in that which regards to identify the difficulties and conceptual errors tied to a concept, as well as an investigation of supporting materials that facilitate the link between prior knowledge and formal education. This study consisted in investigating the proportional reasoning of Adults in initial schooling who are taking the 4th stage ( which corresponds to 7th and 8th grade of elementary school); specifically, (i) the strategies utilized to resolve problems involving the concept of proportion; (ii) if there are differences in performances and in the strategies in view of topics that spans social life presented in the problems, particularly in this study, the presidential elections and the Fifa World Cup and (iii) if there are differences in the performance and strategies in view of the type of problem. For this study, 34 students between the ages of 18 and 47, from a public school in Petrolina- PE, participated. All participants resolved 18 problems involving six types of situations (missing value; conversion of ratio, rate and representations; those which involve units of measurements and numbers; comparisons; transformation; and conversions of system of representation). These were presented, individually in two sessions, in which the Piaget clinical method was used for the better understanding of the forms of solution and at the end an interview was conducted. The data was analyzed on the basis of two aspects: number of correct answers and the strategies adopted in the resolution. In the performance evaluation the following independent variables were controlled: types of problems, types of problems associated to context (Fifa World Cup, presidential elections and prototypes) as well as the dependent variable affinity to context. The acquired results were analyzed in view of the Conceptual Fields of Gérard Vergnaud and they showed that students in the 4th stage, even without having formally studied the concept of proportionality, can resolve some problems involving proportional relationships. Influence was verified only when the context of the World Cup and Prototypes were compared, and it was observed similar performance when compared the World Cup and Elections context, furthermore among the latter and the performance problems in Prototype. Regarding the different situations of proportionality resolved, it was confirmed that the problems that involve qualitative judgment were easier to resolve than those that involve other systems of representation. The students’ answers demonstrate the usage of various types of strategies which were classified as: Type 1 (inaccurate or absent); Type 2 (knowledge of the world); Type 3 (number sense); Type 4 (operations of addition); Type 5 (multiplication associated with operations of addition) and Type 6 (multiplication). It was concluded that by resolving and acquiring correct answers in proportional problems, the student presents proportional reasoning and that it is more easily developed in some situations than others proving that the domain of proportionality is given in a gradual manner and requires development of other concepts, representations and procedures.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Education is understood as a process of human development. Linked to this process, there is the food, that is also essential and important. Thus, it is important that all citizens have access to quality food to be healthy as well. To have a healthy diet, we must take into account the amount and variety of food needed daily for proper functioning of our body. Thus this study investigated the conceptions of elementary school students about food, being held in 2008 and 2009 with students from 2nd to 9th grade in public schools of Santa Maria-RS. The instrument used for data collection was a questionnaire consisting of four open questions was applied in the Initial and Final Years of elementary school. It is perceived that participating students have prior knowledge in relation to food regardless of the year. These conceptions, even with the acquisition of new knowledge, remained the same since that show resistance to change. Regarding the importance of food, it is clear that students know that food is important for health and for their growth. With regard to what happens to food after it is ingested, they know that food goes to the stomach, but when questioned in relation to digestion, some ignore the subject, even if the content has been worked in the classroom. In relation to healthy eating in the early years they know that vegetables are important to health, and this knowledge it may have been acquired both in school and in family life or through media. In the final years, for students, the fruits are important, but few vegetables were cited. This is alarming, since they are essential items in order to have a healthy diet. There is a need for broadening the discussion on the topic in the food science curriculum in order to help teachers to develop new activities in the classroom, and also contribute significantly to the change of eating habits of students. It is also believed that the inclusion of activities related to food in the school environment since the early grades, through demonstration lessons, or even discussing ideas that appear in TV programs about diet and thus, together with students, able to produce materials such as comic books, primers that can be used by students so that they serve as multipliers of good eating habits in their community. Therefore, it is expected to contribute a significant learning effectively, through a reflection on the students' previous conceptions, which are important tools for the proposition teaching in the classroom. / A Educação é compreendida como um processo de formação humana. Vinculada ao processo, encontra-se a alimentação que também é essencial e importante. Nesse sentido, é importante que todos os cidadãos tenham acesso a uma alimentação de qualidade para assim terem saúde. Para que se tenha uma alimentação saudável, devemos levar em conta a quantidade e variedade diária de comida necessária para o bom funcionamento do nosso organismo. Dessa forma esse trabalho buscou investigar as concepções de estudantes de Ensino Fundamental sobre alimentação, sendo realizada em 2008 e 2009 com estudantes de 2º ao 9º ano de Escolas públicas de Santa Maria-RS. O instrumento utilizado para a obtenção dos dados foi um questionário, constituído por quatro questões abertas que foi aplicado nos Anos Iniciais e Finais do Ensino Fundamental. Percebe-se que os estudantes participantes possuem concepções prévias em relação à alimentação independente do ano. Essas concepções, mesmo com a aquisição de novos conhecimentos, permaneceram as mesmas, já que demonstram resistência à mudança. Em relação à importância da alimentação, constata-se que os alunos sabem que a alimentação é importante para a saúde e também para o seu crescimento. No que se refere ao que acontece com o alimento depois que é ingerido, eles sabem que o alimento vai para o estômago, mas quando foram questionados em relação ao processo de digestão, alguns desconhecem o assunto, mesmo que o conteúdo já tenha sido trabalhado em sala de aula. Já em relação à alimentação saudável, nos anos iniciais eles sabem que verduras e legumes são importantes para a saúde, sendo que esses conhecimentos podem ter sidos adquiridos tanto na escola como no convívio familiar ou através da mídia. Nos anos finais, para os estudantes, as frutas são importantes, entretanto verduras e legumes foram poucos citados. Este fato é preocupante, já que são itens indispensáveis para que se tenha uma alimentação saudável. Constata-se a necessidade de uma ampliação na discussão sobre o tema alimentação no currículo de ciências, de forma a ajudar o professor a desenvolver novas atividades em sala de aula, e, ainda, contribuir significativamente com a mudança de hábitos alimentares dos alunos. Acredita-se também que a inclusão de atividades relacionadas à alimentação no ambiente escolar desde as séries iniciais, por meio de aulas demonstrativas, ou até mesmo discutindo ideias que surgem nos programas de TV sobre alimentação e, dessa maneira, em conjunto com os alunos, consiga-se produzir materiais como histórias em quadrinhos, cartilhas que possam ser utilizadas pelos estudantes de modo que esses sirvam como multiplicadores de bons hábitos alimentares na sua comunidade. Sendo assim, espera-se colaborar para uma aprendizagem efetivamente significativa, por meio de uma reflexão sobre as concepções prévias dos alunos, as quais são importantes ferramentas para a proposição didática em sala de aula.

The advent of the Internet, the influx of technology comparison shopping, and the evolvement of channels have increased the knowledge base of the consumer to the point where some scholars claim the multichannel consumer has more knowledge and control than the salesperson. Selling to a customer who has the control is a challenge for retailers and their sales forces. The purpose of this research is to examine the underlying decision process of the multichannel consumer and the impact of the retail salesperson. This present study tests a conceptual model that suggests multichannel consumers' perceptions of information asymmetry lead to perceived control and purchase intention. Based upon the model, the salesperson's new role is to motivate purchase intention by using adaptive selling to affect the consumer's perception of information asymmetry and perceived control. Using a scenario-based methodology tested with a sample of 307 multichannel consumers, the current investigation examined the impact of: (1) information asymmetry on the consumer's perceived control, (2) perceived control on purchase intention, (3) perceived control as a mediator between information asymmetry and purchase intention, (4) adaptive selling behavior on the consumer's perception of information asymmetry, and (5) adaptive selling behavior on the consumer's purchase intention. The findings revealed that if the multichannel consumer perceives an advantaged information asymmetry then perceived control and purchase intention will be impacted. Adaptive selling behavior affects the consumer's perceptions of information asymmetry but not perceived control. These findings can be used to help managers devise techniques to support the salesperson's ability to secure the sale with the multichannel consumer.

In the wake of diversifying economy through science and technology, the government of Botswana is particularly inclined to Intellectual Property Rights (IPR) and Indigenous Knowledge Systems (IKS). IPR in its nature of advocating exclusive rights by the creator comes into direct conflict with the practice and understanding of IKS as community property, and a shared resource. To date, there is very little research work that explores policymakers’ knowledge about IPR and IKS in developing countries. Botswana, a developing country is yet to benefit from this type of research. This research investigated policymakers’ knowledge and practices of IPR on IKS in Botswana. The focus was on policymakers’ knowledge and practices, interaction with policy, and how their actions could be understood and explained. The study was conducted in four government departments, and one non-governmental organisation. Semi-structured interviews and document analysis were used to collect data. The findings of the study show that there is general lack of understanding about IPR in the public domain. Policymakers nonetheless know quite substantially about IPR and very little about IKS. This position puts indigenous knowledge on the periphery, and on the brink of being swallowed by other technologies. Moreover, the study uncovered evidence that the IPR and IKS activities are fragmented and policymakers treat each other with a great deal of suspicion and misunderstanding, hence affecting successful implementation of policy and projects particularly between two units in the study- the ministry of Communication, Science and Technology and the ministry of Trade and Industry. The study concludes by arguing that policymakers still require a great deal of assistance to really make sense of their practice. A lot of teaching and learning about policy is necessary to encourage broader participation in science policymaking in the context of a developing country like Botswana. / Dissertation (MEd (Science and Technology Education))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

No description available.

Annotated text corpora facilitate the linguistic investigation of language as well as the automation of natural language processing (NLP) tasks. NLP tasks include problems such as spam email detection, grammatical analysis, and identifying mentions of people, places, and events in text. However, constructing high quality annotated corpora can be expensive. Cost can be reduced by employing low-cost internet workers in a practice known as crowdsourcing, but the resulting annotations are often inaccurate, decreasing the usefulness of a corpus. This inaccuracy is typically mitigated by collecting multiple redundant judgments and aggregating them (e.g., via majority vote) to produce high quality consensus answers. We improve the quality of consensus labels inferred from imperfect annotations in a number of ways. We show that transfer learning can be used to derive benefit from out-dated annotations which would typically be discarded. We show that, contrary to popular preference, annotation aggregation models that take a generative data modeling approach tend to outperform those that take a condition approach. We leverage this insight to develop csLDA, a novel annotation aggregation model that improves on the state of the art for a variety of annotation tasks. When data does not permit generative data modeling, we identify a conditional data modeling approach based on vector-space text representations that achieves state-of-the-art results on several unusual semantic annotation tasks. Finally, we identify a family of models capable of aggregating annotation data containing heterogenous annotation types such as label frequencies and labeled features. We present a multiannotator active learning algorithm for this model family that jointly selects an annotator, data items, and annotation type.

As electronic computer technology advances, files and data are kept in computers and exchanged through networks. The computer is a physically closed system for users, making it harder for others to steal data via direct touch. Computer networks, on the other hand, can be used by hackers to gain access to user accounts and steal sensitive data. The academics are concentrating their efforts on preventing network attacks and assuring data security. The Intrusion Detection System (IDS) relies on network traffic and host logs to detect and protect against network threats. They all, however, necessitate a lot of data analysis and quick reaction tactics, which puts a lot of pressure on network managers. The advancement of AI allows computers to take over difficult and time-consuming data processing activities, resulting in more intelligent network attack protection techniques and timely alerts of suspected network attacks. The SCVIC-APT-2021 dataset which is specific to the APT attacks is generated to serve as a benchmark for APT detection. A Virtual Private Network (VPN) connects two network domains to form the basic network environment for creating the dataset. Kali Linux is used as a hacker to launch multiple rounds of APT attacks and compromise two network domains from the external network. The generated dataset contains six APT stages, each of which includes different attack techniques. Following that, a knowledge-based machine learning model is proposed to detect APT attacks on the developed SCVIC-APT-2021 dataset. The macro average F1-score increases by 11.01% and reach up to 81.92% when compared to the supervised baseline model. NSL-KDD and UNSW-NB15 are then utilized as benchmarks to verify the performance of the proposed model. The weighted average F1-score on both datasets can reach 76.42% and 79.20%, respectively. Since some network attacks leave host-based information such as system logs on the network devices, the detection scheme that integrates network-based features and host-based features are used to boost the network attack detection capabilities of IDS. The raw data of CSE-CIC-IDS2018 is utilized to create the SCIVC-CIDS-2021 dataset which includes both network-based features and host-based features. To ensure precise classification results, the SCVIC-CIDS-2021 is labelled with the attacking techniques. Due to the high dimensionalities of the features in the produced dataset, Autoencoder (AE) and Gated Recurrent Unit (GRU) are employed to reduce the dimensionality of network-based and host-based features, respectively. Finally, classification of the data points is performed using knowledge-based PKI and PKI Difference (PKID) models. Among these, the PKID model performs better with a macro average F1-score of 96.60%, which is 7.62% higher than the results only utilizing network-based features.