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Journal articles on the topic 'Critical knowledge'

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Published: 4 June 2021
Last updated: 29 January 2023

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1

Krumer-Nevo, Michal, and Orly Benjamin. "Critical Poverty Knowledge." Current Sociology 58, no. 5 (September 2010): 693–714. http://dx.doi.org/10.1177/0011392110372729.

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2

Huckle, John. "Powerful geographical knowledge is critical knowledge underpinned by critical realism." International Research in Geographical and Environmental Education 28, no. 1 (August 18, 2017): 70–84. http://dx.doi.org/10.1080/10382046.2017.1366203.

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3

Huang, Siyuan, and Jonathon N. Cummings. "When Critical Knowledge Is Most Critical." Small Group Research 42, no. 6 (June 1, 2011): 669–99. http://dx.doi.org/10.1177/1046496411410073.

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Knowledge-intensive teams rely on the task-relevant knowledge held by members to perform effectively. In this article, we focus on critical knowledge, defined as the most influential information, know-how, or feedback that contributes directly to task outcomes. From a social network perspective, the critical knowledge structure in a team can be defined by who shares critical knowledge with whom. In a highly centralized critical knowledge structure, everyone shares critical knowledge with a single person on the team. Alternatively, in a highly decentralized critical knowledge structure, critical knowledge is shared evenly across members of the team. Drawing from small group research and network theory, we theorize about critical knowledge structures in teams and make hypotheses regarding the consequences of centralized critical knowledge structures for executive-rated team performance. Data analyses from a field study of 177 teams in a multinational organization indicate support for our theory that centralized critical knowledge structures are negatively related to executive-rated team performance. Furthermore, the negative relationship is exacerbated when (a) business unit diversity on the team is greater, and (b) critical knowledge shared in the team is exploratory rather than exploitative.
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4

Lilley, Linda L., and Robert Guanci. "Drug Knowledge Is Critical." American Journal of Nursing 98, no. 7 (July 1998): 14. http://dx.doi.org/10.1097/00000446-199807000-00008.

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5

Adler, P. S. "When knowledge is the critical resource, knowledge management is the critical task." IEEE Transactions on Engineering Management 36, no. 2 (May 1989): 87–94. http://dx.doi.org/10.1109/17.18822.

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6

J. Al-Husseini, Sawasn, Ibrahim M. Elbeltagi, and Talib A. Dosa. "Knowledge Sharing Processes as Critical Enablers for Process Innovation." International Journal of Culture and History (EJournal) 1, no. 1 (2015): 33–38. http://dx.doi.org/10.18178/ijch.2015.1.1.006.

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7

Theocharis, Stamatios A., and George A. Tsihrintzis. "Knowledge Management Systems in the Public Sector: Critical Issues." Lecture Notes on Software Engineering 4, no. 1 (2016): 59–65. http://dx.doi.org/10.7763/lnse.2016.v4.224.

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8

ȘORCARU, Daniela. "ON CRITICAL THINKING AND MODERN LIMITS TO HUMAN KNOWLEDGE." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 5, no. 1 (November 24, 2021): 90–98. http://dx.doi.org/10.26520/mcdsare.2021.5.90-98.

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: We are currently living in a world literally flooded with all types of information, and people have ended up dealing with various kinds of limitations to how much they can or choose to know. We can, thus, identify modern limits to human knowledge falling under (at least) two large categories: either limitations imposed by others (such as authorities, mass media, bosses or leaders, etc), or what we may call self-imposed limitations, i.e. choosing to disregard some information or another, refusing to keep up to date with a state of facts, rejecting scientifically proved data, etc. We are actually talking about outer manipulation (in option A above), or inner manipulation, if we may call it as such, namely the protection of personal comfort even over irrefutable evidence (in option B above). “Ignorance is bliss” (The Matrix, 1999), right? At least for some people. Yet, in this intricate matrix of human knowledge some of us are plagued with an incurable disease: critical thinking. A genuine bogeyman of any authoritarian system or regime, critical thinking is responsible for many glitches in this matrix, always at war against any sort of limitations imposed on human knowledge and rationale. We need to keep critical thinking alive and encourage it, and, in this process, identify the decisive vectors capable of disseminating the concept and its value, as well as its applications in everyday life.
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9

Mészáros, Tamás, and Margit Kiss. "Knowledge Acquisition from Critical Annotations." Information 9, no. 7 (July 20, 2018): 179. http://dx.doi.org/10.3390/info9070179.

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Critical annotations are important knowledge sources when researching one’s oeuvre. They describe literary, historical, cultural, linguistic and other kinds of information written in natural languages. Acquiring knowledge from these notes is a complex task due to the limited natural language understanding capability of computerized tools. The aim of the research was to extract knowledge from existing annotations, and to develop new authoring methods to facilitate the knowledge acquisition. After structural and semantic analysis of critical annotations, authors developed a software tool that transforms existing annotations into a structured form that encodes referral and factual knowledge. Authors also propose a new method for authoring annotations based on controlled natural languages. This method ensures that annotations are semantically processable by computer programs and the authoring process remains simple for non-technical users.
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10

Alazmi, Mutiran, and Mohamed Zairi. "Knowledge management critical success factors." Total Quality Management & Business Excellence 14, no. 2 (March 2003): 199–204. http://dx.doi.org/10.1080/1478336032000051386.

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11

Featherstone, Mike, and Couze Venn. "Problematizing Global Knowledge Critical Commentaries." Theory, Culture & Society 24, no. 7-8 (December 2007): 261–63. http://dx.doi.org/10.1177/0263276407084795.

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12

Macpherson, Reynold. "Critical management in knowledge organizations." International Journal of Educational Management 22, no. 7 (September 19, 2008): 676–95. http://dx.doi.org/10.1108/09513540810908584.

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13

Styhre, Alexander. "Management knowledge: a critical view." Scandinavian Journal of Management 19, no. 3 (September 2003): 398–401. http://dx.doi.org/10.1016/s0956-5221(03)00028-9.

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14

Berg, Lawrence D. "Scaling knowledge: towards a critical geography of critical geographies." Geoforum 35, no. 5 (September 2004): 553–58. http://dx.doi.org/10.1016/j.geoforum.2004.01.005.

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15

Herschel, Richard T., and Hamid R. Nemati. "Chief Knowledge Officer: Critical Success Factors for Knowledge Management." Information Strategy: The Executive's Journal 16, no. 4 (June 2000): 37–45. http://dx.doi.org/10.1080/07438613.2000.10744623.

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16

Munro, Cindy L., and Aluko A. Hope. "Shelf Life of Critical Care Knowledge." American Journal of Critical Care 30, no. 3 (May 1, 2021): 169–71. http://dx.doi.org/10.4037/ajcc2021169.

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17

Lilley, Linda L., and Robert Guanci. "Med Errors: Drug Knowledge Is Critical." American Journal of Nursing 98, no. 7 (July 1998): 14. http://dx.doi.org/10.2307/3471589.

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18

Weingartner, Paul, and Mandy Stake. "Under What Conditions is Knowledge Critical?" Philosophy of Science and Technology 22, no. 2 (2017): 43–59. http://dx.doi.org/10.21146/2413-9084-2017-22-2-43-59.

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19

Lacey Bryant, Sue, David Stewart, Louise Goswami, and Maria J. Grant. "Becoming business critical: Knowledge for Healthcare." Health Information & Libraries Journal 33, no. 3 (August 9, 2016): 167–71. http://dx.doi.org/10.1111/hir.12155.

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20

Käpylä, Jonna. "Towards a critical societal knowledge management." Journal of Intellectual Capital 13, no. 3 (July 20, 2012): 288–304. http://dx.doi.org/10.1108/14691931211248873.

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21

Corson, David. "Bhaskar's Critical Realism and Educational Knowledge." British Journal of Sociology of Education 12, no. 2 (January 1991): 223–41. http://dx.doi.org/10.1080/0142569910120206.

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22

Klein, G. A., R. Calderwood, and D. MacGregor. "Critical decision method for eliciting knowledge." IEEE Transactions on Systems, Man, and Cybernetics 19, no. 3 (1989): 462–72. http://dx.doi.org/10.1109/21.31053.

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23

Conley, Curtis A., and Wei Zheng. "Factors Critical to Knowledge Management Success." Advances in Developing Human Resources 11, no. 3 (June 2009): 334–48. http://dx.doi.org/10.1177/1523422309338159.

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24

Osterkamp, Ute. "Knowledge and Practice in Critical Psychology." Theory & Psychology 19, no. 2 (April 2009): 167–91. http://dx.doi.org/10.1177/0959354309103538.

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This article outlines the essential characteristics of a psychology from the subject standpoint that starts from the principal unity of self-determination and determining the relations that determine one's own actions. The main research object in subject science understood in this way is the many forms of hindrances and obstacles, both in theory and in practice, that prevent us from realizing this unity. In contrast to standard research, where one attempts to grasp the dependency of the individual agency of others on societal structures and their cultural meanings, psychology from a subject standpoint is about relating to the societability of one's own actions, that is, analysing them to grasp their own real preconditions and implications. Consequently, in such a subject science perspective, the aim is less to gain or disseminate knowledge and more to analyse the many ways in which “critical” knowledge urging change is ignored or modified to make it compatible with one's own actual possibilities to act. As the paper details, such subject science research is not possible from an external standpoint but entails subjecting one's own assumptions and methods to a critical analysis.
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25

Bell, Nikki. "Mitigating the Loss of Critical Knowledge." Safety and Reliability 34, no. 3 (September 2014): 61–78. http://dx.doi.org/10.1080/09617353.2014.11691019.

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26

Walsh, Catherine. "SHIFTING THE GEOPOLITICS OF CRITICAL KNOWLEDGE." Cultural Studies 21, no. 2-3 (March 2007): 224–39. http://dx.doi.org/10.1080/09502380601162530.

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27

Sun, Peter. "Five critical knowledge management organizational themes." Journal of Knowledge Management 14, no. 4 (July 20, 2010): 507–23. http://dx.doi.org/10.1108/13673271011059491.

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28

Gil-Glazer, Ya’ara. "Photography, critical pedagogy and ‘Difficult Knowledge’." International Journal of Education Through Art 11, no. 2 (June 1, 2015): 261–76. http://dx.doi.org/10.1386/eta.11.2.261_1.

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29

Helwig, Andrew A., Randy Hiatt, and Joe Louis Vidales. "Job hunting: Critical knowledge and skills." Journal of Career Development 15, no. 3 (March 1989): 143–53. http://dx.doi.org/10.1007/bf01321503.

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30

Lacroix, Michael. "Patient Knowledge Is Critical to Recovery." Back Letter 4, no. 12 (October 1990): 5. http://dx.doi.org/10.1097/00130561-199010000-00005.

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31

Mason, Mark. "Teachers as Critical Mediators of Knowledge." Journal of the Philosophy of Education 34, no. 2 (May 2000): 343–42. http://dx.doi.org/10.1111/1467-9752.00177.

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32

Renault, Emmanuel. "Critical Theory, Social Critique and Knowledge." Critical Horizons 21, no. 3 (July 2, 2020): 189–204. http://dx.doi.org/10.1080/14409917.2020.1790750.

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33

Brown, Jessica. "Critical Reasoning, Understanding and Self-Knowledge." Philosophy and Phenomenological Research 61, no. 3 (November 2000): 659. http://dx.doi.org/10.2307/2653617.

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34

Helwig, Andrew A., Randy Hiatt, and Joe Louis Vidales. "Job Hunting: Critical Knowledge and Skills." Journal of Career Development 15, no. 3 (January 1989): 143–53. http://dx.doi.org/10.1177/089484538901500301.

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35

Platenkamp, Vincent, and David Botterill. "Critical realism, rationality and tourism knowledge." Annals of Tourism Research 41 (April 2013): 110–29. http://dx.doi.org/10.1016/j.annals.2012.12.006.

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36

Anderson, Jane A., and Pamela Willson. "Knowledge Management." Critical Care Nursing Quarterly 32, no. 1 (January 2009): 1–9. http://dx.doi.org/10.1097/01.cnq.0000343127.04448.13.

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37

Takhtravanchi, Mohammad, and Chaminda Pathirage. "Knowledge integration challenges and critical success factors within construction traditional procurement system." Knowledge and Performance Management 2, no. 1 (October 11, 2018): 24–37. http://dx.doi.org/10.21511/kpm.02(1).2018.03.

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The purpose of this study is to explore and identify the challenges and Critical Success Factors (CSFs) of Knowledge Integration (KI) in terms of capturing, sharing and transferring knowledge within construction projects based on the Traditional Procurement System (TPS). On the basis of available studies on KI and TPS within the industry investigated, multiple case studies were developed to reach the aforementioned objective, involving two case studies to reflect the building sector within construction industry. Furthermore, an Interpretive Structural Modelling (ISM) approach was used to summarize and identify the relationships between the identified challenges. ‘Culture of Organization, ‘Contractual Boundaries’ and ‘Knowledge Management System’ (policies and strategies of organization) are identified as the main challenges. Having an ‘open environment’ and ‘clear liability of project members for sharing knowledge at different phases of project’ are two of identified CSFs, which will assist project managers to enhance the KI process within construction projects undertaken through the TPS.
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38

Inwood, Helen. "Knowledge of resuscitation." Intensive and Critical Care Nursing 12, no. 1 (February 1996): 33–39. http://dx.doi.org/10.1016/s0964-3397(96)81653-3.

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39

Newsome, George L., Wilfred Carr, and Stephen Kemmis. "Becoming Critical: Education, Knowledge, and Action Research." Canadian Journal of Education / Revue canadienne de l'éducation 13, no. 1 (1988): 215. http://dx.doi.org/10.2307/1495177.

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40

Silva, André Coelho da. "Becoming Critical: education, knowledge and action research." Educar em Revista, spe.2 (September 2017): 229–32. http://dx.doi.org/10.1590/0104-4060.52442.

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41

Newman, Angela B., and Diane K. Kjervik. "Critical Care Nurses’ Knowledge of Confidentiality Legislation." American Journal of Critical Care 25, no. 3 (May 1, 2016): 222–27. http://dx.doi.org/10.4037/ajcc2016518.

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Background Health care legislation can be difficult to understand and apply in critical situations where patients may not be physically capable of autonomous control of confidential health information. Nurses are often the first to encounter confidential information about patients. Objectives To explore critical care nurses’ knowledge of federal and North Carolina state legislation regarding confidentiality. Methods This descriptive, qualitative study included 12 critical care nurses who were asked to describe their knowledge of federal confidentiality legislation and specific knowledge of North Carolina’s confidentiality legislation. Results Critical care nurses were knowledgeable about federal confidentiality laws but demonstrated a need for further education about state-specific legislation. Conclusion Nurses’ application of confidentiality legislation demonstrates their knowledge of confidentiality legislation. To continue the trusting relationship that nurses have traditionally held with patients and patients’ families, it is imperative for nurses to remain current about confidentiality legislation. Through education both before and after licensure, correct application of legislation can be achieved. Further research can aid in exploring the intersection between health care legislation and ethics.
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42

Lewandowski, Joseph D. "Critical Theory and the Sociology of Knowledge." International Studies in Philosophy 35, no. 4 (2003): 149–51. http://dx.doi.org/10.5840/intstudphil200335422.

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43

A.F. Ragab, Mohamed, and Amr Arisha. "Knowledge management and measurement: a critical review." Journal of Knowledge Management 17, no. 6 (October 21, 2013): 873–901. http://dx.doi.org/10.1108/jkm-12-2012-0381.

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44

Edwards, Richard. "Educating for the knowledge economy? Critical perspectives." Cambridge Journal of Education 42, no. 4 (November 20, 2012): 568–69. http://dx.doi.org/10.1080/0305764x.2012.733533.

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45

Mackenzie, Catriona. "Critical Reflection, Self-Knowledge, and the Emotions." Philosophical Explorations 5, no. 3 (October 2002): 186–206. http://dx.doi.org/10.1080/10002002108538732.

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46

Dipholo, Kenneth. "Educating for the Knowledge Economy? Critical Perspectives." International Journal of Lifelong Education 32, no. 3 (June 2013): 400–402. http://dx.doi.org/10.1080/02601370.2013.791542.

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47

Arcidiacono, Caterina, and Mark S. Aber. "Implicit knowledge, critical reflection, and social change." Journal of Prevention & Intervention in the Community 45, no. 1 (January 2, 2017): 1–6. http://dx.doi.org/10.1080/10852352.2016.1197728.

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48

Pesic, Jelena. "The role of knowledge in critical thinking." Zbornik Instituta za pedagoska istrazivanja 39, no. 1 (2007): 32–47. http://dx.doi.org/10.2298/zipi0701032p.

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The paper discusses the role of knowledge in critical thinking, i.e. a controversial issue of whether critical thinking is general or subject-dependant ability. Analyzed are basic assumptions of the authors who maintain the view of the generality of critical thinking, and those who defend the view that critical thinking is subject dependant, as well as their theoretical and practical arguments in favor of their views. The problem of generality of critical thinking is analyzed on three levels: conceptual (whether it is conceptually possible to speak about critical thinking outside a particular subject context); epistemological (whether the epistemological nature of the ability and skill of critical thinking differs in different domains of human knowledge) and practical (practical implications related to developing the most adequate approach to enhance critical thinking). The outcomes of the analysis suggest that critical thinking has both a general and a subject-dependant components, whose contents require further elaboration based on theoretical and empirical research. Educational implications of the analysis indicate that it is necessary to carefully devise the connection between the desired skills and teaching contents in the curricula which aim at enhancing critical thinking. .
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49

Miller, Donna M., Lisa Neelon, Kathleen Kish-Smith, Laura Whitney, and Christopher J. Burant. "Pressure Injury Knowledge in Critical Care Nurses." Journal of Wound, Ostomy and Continence Nursing 44, no. 5 (2017): 455–57. http://dx.doi.org/10.1097/won.0000000000000350.

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50

Hull, Richard. "Knowledge and the economy: some critical comments." Economy and Society 29, no. 2 (January 2000): 316–31. http://dx.doi.org/10.1080/030851400360523.

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