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Artículos de revistas sobre el tema "Knowledge"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 26 de octubre de 2024

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1

Tiwari, Veena y Praveen Pandit. "Knowledge, Knowledge Society and National Knowledge Network". Indian Journal of Applied Research 3, n.º 8 (1 de octubre de 2011): 359–60. http://dx.doi.org/10.15373/2249555x/aug2013/114.

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2

STAPLEFORD, SCOTT. "Locke on Sensitive Knowledge as Knowledge1". Theoria 75, n.º 3 (septiembre de 2009): 206–31. http://dx.doi.org/10.1111/j.1755-2567.2009.01040.x.

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3

Sukardi, Sukardi. "Knowledge Discovery Maintaining Intra Industrial Knowledge Flow". International Journal of Psychosocial Rehabilitation 24, n.º 1 (20 de enero de 2020): 1230–40. http://dx.doi.org/10.37200/ijpr/v24i1/pr200223.

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4

Beck, John. "Powerful knowledge, esoteric knowledge, curriculum knowledge". Cambridge Journal of Education 43, n.º 2 (junio de 2013): 177–93. http://dx.doi.org/10.1080/0305764x.2013.767880.

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5

Richard B. Freeman. "Knowledge, Knowledge… Knowledge for My Economy". KDI Journal of Economic Policy 37, n.º 2 (mayo de 2015): 1–21. http://dx.doi.org/10.23895/kdijep.2015.37.2.1.

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6

Borges. "KNOWLEDGE FROM KNOWLEDGE". American Philosophical Quarterly 57, n.º 3 (2020): 283. http://dx.doi.org/10.2307/48574439.

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7

Blackmer, Bruce E. "Knowledge on Knowledge". Journal of Interior Design 31, n.º 1 (septiembre de 2005): vii—xii. http://dx.doi.org/10.1111/j.1939-1668.2006.tb00411.x.

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8

Dobrovolska, Olena, Ralph Sonntag, Susan Buschendorf, Elena Klimova y Wolfgang Ortmanns. "Knowledge creation, knowledge impact and knowledge diffusion: how do they connect with higher education?" Knowledge and Performance Management 7, n.º 1 (31 de octubre de 2023): 91–103. http://dx.doi.org/10.21511/kpm.07(1).2023.07.

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Knowledge-based economy causes changes in the higher education system: university graduates must have the ability to constantly learn and improve their skills, generate and disseminate new knowledge, form and multiply the knowledge capital of business. This paper aims to investigate a pairwise interconnection between higher education indicators and sets of parameters characterizing knowledge creation, impact, and diffusion. The following higher education indicators are used: expenditure on education, tertiary enrollment, graduates in science and engineering, tertiary inbound mobility, researcher, gross expenditure on R&amp;D, top 3 global corporate R&amp;D investors, top 3QS university ranking. Knowledge creation indicators are patents by origin, PCT patents by origin, utility models by origin, scientific and technical articles, citable documents, H-index. Knowledge impact is characterized through labor productivity growth, new businesses, software spending, ISO 9001 quality certificates, high-tech manufacturing. Knowledge diffusion parameters include intellectual property receipts, production and export complexity, high-tech exports, ICT services exports. The information base of the study is the data of the Global Innovation Index Report from the World Intellectual Property Organization for 40 European countries (selected depending on the availability of statistics) for 2022, research method – Canonical Correlation Analysis. The strongest positive correlation was found between higher education indicators and knowledge creation parameters. The second position takes connection between higher education indicators and knowledge diffusion parameters, the third – between higher education indicators and knowledge impact indicators. Among the higher education indicators, the most significant were gross expenditure on R&amp;D, top 3 global corporate R&amp;D investors, top 3 QS university ranking.

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9

Kaspar, David. "Moral Knowledge Without Knowledge of Moral Knowledge". Journal of Ethics 26, n.º 1 (7 de noviembre de 2021): 155–72. http://dx.doi.org/10.1007/s10892-021-09384-0.

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10

Ottinger, Gwen. "Changing Knowledge, Local Knowledge, and Knowledge Gaps". Science, Technology, & Human Values 38, n.º 2 (2 de enero de 2013): 250–70. http://dx.doi.org/10.1177/0162243912469669.

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11

Laperche, Blandine. "Knowledge Management, Knowledge Capital and Knowledge Capitalism". Journal of Innovation Economics & Management N° 43, n.º 1 (19 de enero de 2024): 319–25. http://dx.doi.org/10.3917/jie.043.0319.

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12

Mahyarni, Mahyarni, M. S. Idrus, Fatchur Rohman y Noermijati Noermijati. "KNOWLEDGE FACTORS OF KNOWLEDGE-SHARING INTENTION AND BEHAVIOR". Asia Pacific Management and Business Application 1, n.º 2 (30 de diciembre de 2012): 103–15. http://dx.doi.org/10.21776/ub.apmba.2012.001.02.1.

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13

Shuiping Ni, Shuiping Ni, Wendi Wang Shuiping Ni, Mingfu Zhu Wendi Wang, Xinliang Ma Mingfu Zhu y Yizhe Zhang Xinliang Ma. "Combined Knowledge Distillation Framework: Breaking Down Knowledge Barriers". 電腦學刊 35, n.º 4 (agosto de 2024): 109–22. http://dx.doi.org/10.53106/199115992024083504008.

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<p>Knowledge distillation, one of the most prominent methods in model compression, has successfully balanced small model sizes and high performance. However, it has been observed that knowledge distillation predominantly focuses on acquiring knowledge concealed within the dataset and the external knowledge imparted by the teacher. In contrast, self-distillation concerns itself with the utilization of internal network knowledge. Neither approach fails to fully harness the potential of knowledge. Therefore, this paper introduces the combined knowledge c framework that combines knowledge distillation with self-distillation. Within this framework, we introduce multiple shallow classifiers, combined with an attention module, to exploit internal and external knowledge. To enhance the efficiency with which the network utilizes knowledge. Experimental results demonstrate that by comprehensively leveraging network knowledge, distillation effectiveness can be enhanced, resulting in further improvements in network accuracy. Additionally, we applied the framework to lightweight neural networks with group convolution, the framework continues to perform exceptionally well.</p> <p> </p>

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14

Enns, Charis. "Knowledges in competition: Knowledge discourse at the World Bank during the Knowledge for Development era". Global Social Policy: An Interdisciplinary Journal of Public Policy and Social Development 15, n.º 1 (8 de enero de 2014): 61–80. http://dx.doi.org/10.1177/1468018113516968.

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15

Hámornik, Balázs Péter y Márta Juhász. "Knowledge sharing in medical team: knowledge, knowledge management, and team knowledge". Periodica Polytechnica Social and Management Sciences 18, n.º 2 (2010): 99. http://dx.doi.org/10.3311/pp.so.2010-2.05.

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16

Qian, Yuhua, Jiye Liang y Chuangyin Dang. "Knowledge structure, knowledge granulation and knowledge distance in a knowledge base". International Journal of Approximate Reasoning 50, n.º 1 (enero de 2009): 174–88. http://dx.doi.org/10.1016/j.ijar.2008.08.004.

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17

JEBASTA, D. SHEELA y Dr R. BHAVANI Dr.R.BHAVANI. "Knowledge Management". Indian Journal of Applied Research 4, n.º 4 (1 de octubre de 2011): 87–89. http://dx.doi.org/10.15373/2249555x/apr2014/233.

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18

Brentjes, Sonja. "Sanctioning Knowledge". Al-Qanṭara 35, n.º 1 (30 de junio de 2014): 277–309. http://dx.doi.org/10.3989/alqantara.2014.012.

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19

ADALARASU, SUBASH K, DR B. "Knowledge Management". SIJ Transactions on Industrial, Financial & Business Management 7, n.º 6 (29 de noviembre de 2019): 01–06. http://dx.doi.org/10.9756/sijifbm/v7i6/ifbm19045.

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20

Tichá, I. y J. Havlíček. "Knowledge transfer". Agricultural Economics (Zemědělská ekonomika) 53, No. 12 (7 de enero de 2008): 539–44. http://dx.doi.org/10.17221/1223-agricecon.

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The paper deals with the issue of knowledge transfer from several angles (context, benefits, and channels) in order to specify roles the universities should play in order to enhance the competitiveness of the EU economy. Knowledge transfer encompasses a wide variety of activities that range from appearances in the media and at public forums to participation in bilateral projects, the commercial development of research, the application of expertise through partnerships and internships, and the inclusion of broader community influences in the curriculum to enhance the capabilities of graduates. The broader context to facilitate knowledge transfer activities is assessed, suitable channels identified and some hints to select the appropriate channels provided. As the benefits of knowledge transfer go beyond the simple financial return, factors supporting effective deployment of knowledge transfer function at universities include not only financial incentives, but also a combination of measures ranging from training knowledge transfer personnel, setting appropriate metrics to assess the performance of knowledge transfer processes, quality assurance schemes as well as barriers-removing policies to enhance mobility of staff and free exchange of knowledge.

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21

Stark, Andy. "Public Knowledge, Private Knowledge". Antioch Review 48, n.º 4 (1990): 439. http://dx.doi.org/10.2307/4612265.

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22

Brower, Bruce W. "Good Knowledge, Bad Knowledge". International Philosophical Quarterly 44, n.º 1 (2004): 107–8. http://dx.doi.org/10.5840/ipq200444168.

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23

Ansovini, Daniela, Kelli Babcock, Tanis Franco, Jiyun Alex Jung, Karen Suurtamm y Alexandra Wong. "Knowledge Lost, Knowledge Gained". KULA: Knowledge Creation, Dissemination, and Preservation Studies 6, n.º 3 (27 de julio de 2022): 1–19. http://dx.doi.org/10.18357/kula.234.

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Migrating archival description from paper-based finding aids to structured online data reconfigures the dynamics of archival representation and interactions. This paper considers the knowledge implications of transferring traditional finding aids to Discover Archives, a university-wide implementation of Access to Memory (AtoM) at the University of Toronto. The migration and translation of varied descriptive practices to conform to a single system that is accessible to anyone, anywhere, effectively shifts both where and how users interface with archives and their material. This paper reflects on how different sets of knowledge are reorganized in these shifts. Discover Archives empowers researchers to do independent searches using the full breadth of their domain expertise, seemingly unbound from archival gatekeeping. At the same time, these searches are performed in the absence of archivists' unstructured mediation, where searches benefit from human interaction and the kinds of knowledges that reference staff draw on to handle complex reference questions, especially those from novice archival users. We explore the extent to which that lost knowledge can be drawn back into archival interactions via rich metadata that documents contexts and relationships embedded within Discover Archives and beyond. Internal user experience design (UXD) research on Discover Archives highlights a gap between current online description and habitual user expectations in web search and discovery. To help bridge this gap, we contributed to broader discovery nodes such as linked open "context hubs" like Wikipedia and Wikidata, which can supplement hierarchical description with linked metadata and visualization capabilities. These can reintroduce rhizomatic and serendipitous connections, enabled by archivist, researcher, and larger sets of community knowledges, to the benefit of both the user and the archivist.

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24

McNely, Brian J. "Knowledge work, knowledge play". Communication Design Quarterly 2, n.º 4 (13 de enero de 2015): 14–51. http://dx.doi.org/10.1145/2721874.2721876.

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25

Decock, Lieven, Igor Douven, Christoph Kelp y Sylvia Wenmackers. "Knowledge and Approximate Knowledge". Erkenntnis 79, S6 (1 de noviembre de 2013): 1129–50. http://dx.doi.org/10.1007/s10670-013-9544-2.

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26

Stival, Stefano Domingues. "Knowledge and Self-Knowledge". Perspectiva Filosófica 50, n.º 3 (15 de febrero de 2024): 386–93. http://dx.doi.org/10.51359/2357-9986.2023.260719.

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This text will be generated by contraposition (in the broadest sense) of two concepts, which I will call “externalist conception of knowledge”, on one side, and “internalist conception of knowledge” (as a kind of psychologist evidentialism), on the other. Through this contrast, I try to reach some new insights into the relationship between the notions of “knowledge” and “self-knowledge”.

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27

Hyttinen, Laura. "Knowledge conversions in knowledge creation in knowledge work". International Journal of Learning and Intellectual Capital 2, n.º 3 (2005): 246. http://dx.doi.org/10.1504/ijlic.2005.007098.

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28

Lawton, Jennifer S. "“Knowledge is not knowledge unless it is knowledge”". Journal of Thoracic and Cardiovascular Surgery 155, n.º 6 (junio de 2018): 2539–40. http://dx.doi.org/10.1016/j.jtcvs.2018.02.044.

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29

ZELENY, MILAN. "KNOWLEDGE OF ENTERPRISE: KNOWLEDGE MANAGEMENT OR KNOWLEDGE TECHNOLOGY?" International Journal of Information Technology & Decision Making 01, n.º 02 (junio de 2002): 181–207. http://dx.doi.org/10.1142/s021962200200021x.

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Knowledge Technology (KT) is an important new development, extending and ultimately replacing IT. Meaningful and substantial Knowledge Management (KM) is crucially dependent on a useful and operational definition of knowledge. Such notion of knowledge must be clearly differentiated from so called "explicit (or codified) knowledge", i.e. from information. Information, in any form or shape, is not knowledge. While information is a symbolic description of action, knowledge is action itself. The understanding that knowing is doing and doing is knowing comes from the Western philosophical tradition of pragmatism, exemplified by Dewey, Lewis and Polanyi. In this paper, we look at knowledge as a manifest ability of purposeful coordination of action and redefine the purpose of knowledge management as turning information (description) into knowledge (action) and not vice versa. While there can be an information overload, there is never any "knowledge overload".

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30

Wolf, Michael P. y Jeremy Randel Koons. "The Ordinary Language Case for Contextualism and the Relevance of Radical Doubt". Contemporary Pragmatism 15, n.º 1 (22 de febrero de 2018): 66–94. http://dx.doi.org/10.1163/18758185-01501005.

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Many contextualist accounts in epistemology appeal to ordinary language and everyday practice as grounds for positing a low-standards knowledge (knowledgeL) that contrasts with high-standards prevalent in epistemology (knowledgeH). We compare these arguments to arguments from the height of “ordinary language” philosophy in the mid 20th century and find that all such arguments face great difficulties. We find a powerful argument for the legitimacy and necessity of knowledgeL (but not of knowledgeH). These appeals to practice leave us with reasons to accept knowledgeL in the face of radical doubts raised by skeptics. We conclude by arguing that by relegating knowledgeH to isolated contexts, the contextualist fails to deal with the skeptical challenge head-on. KnowledgeH and knowledgeL represent competing, incompatible intuitions about knowledge, and we must choose between them. A fallibilist conception of knowledge, formed with proper attention to radical doubts, can address the skeptical challenge without illicit appeal to everyday usage.

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31

Naushad, Ali P. M. y Jafar Iqbal. "Knowledge Management in the Major Knowledge Repositories in India". International Journal of Knowledge Engineering-IACSIT 1, n.º 1 (2015): 18–23. http://dx.doi.org/10.7763/ijke.2015.v1.3.

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32

Qhal, Eissa Mohammed Ali. "Big Data and Knowledge Management in Virtual Knowledge Incubators". AMBIENT SCIENCE 9, n.º 3 (noviembre de 2022): 8–16. http://dx.doi.org/10.21276/ambi.2022.09.3.ga01.

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33

Wang, Chenhao, Yubo Chen, Zhipeng Xue, Yang Zhou y Jun Zhao. "CogNet: Bridging Linguistic Knowledge, World Knowledge and Commonsense Knowledge". Proceedings of the AAAI Conference on Artificial Intelligence 35, n.º 18 (18 de mayo de 2021): 16114–16. http://dx.doi.org/10.1609/aaai.v35i18.18029.

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In this paper, we present CogNet, a knowledge base (KB) dedicated to integrating three types of knowledge: (1) linguistic knowledge from FrameNet, which schematically describes situations, objects and events. (2) world knowledge from YAGO, Freebase, DBpedia and Wikidata, which provides explicit knowledge about specific instances. (3) commonsense knowledge from ConceptNet, which describes implicit general facts. To model these different types of knowledge consistently, we introduce a three-level unified frame-styled representation architecture. To integrate free-form commonsense knowledge with other structured knowledge, we propose a strategy that combines automated labeling and crowdsourced annotation. At present, CogNet integrates 1,000+ semantic frames from linguistic KBs, 20,000,000+ frame instances from world KBs, as well as 90,000+ commonsense assertions from commonsense KBs. All these data can be easily queried and explored on our online platform, and free to download in RDF format for utilization under a CC-BY-SA 4.0 license. The demo and data are available at http://cognet.top/.

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34

Hintikka, Jaakko. "Knowledge Acknowledged: Knowledge of Propositions vs. Knowledge of Objects". Philosophy and Phenomenological Research 56, n.º 2 (junio de 1996): 251. http://dx.doi.org/10.2307/2108519.

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35

Chen, Andrew N. K., Yuhchang Hwang y T. S. Raghu. "Knowledge Life Cycle, Knowledge Inventory, and Knowledge Acquisition Strategies". Decision Sciences 41, n.º 1 (febrero de 2010): 21–47. http://dx.doi.org/10.1111/j.1540-5915.2009.00258.x.

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36

Wipawayangkool, Kamphol y James T. C. Teng. "Profiling knowledge workers’ knowledge sharing behavior via knowledge internalization". Knowledge Management Research & Practice 17, n.º 1 (25 de diciembre de 2018): 70–82. http://dx.doi.org/10.1080/14778238.2018.1557798.

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37

Dienes, Zoltán y Ryan Scott. "Measuring unconscious knowledge: distinguishing structural knowledge and judgment knowledge". Psychological Research Psychologische Forschung 69, n.º 5-6 (15 de marzo de 2005): 338–51. http://dx.doi.org/10.1007/s00426-004-0208-3.

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38

Akehurst, Gary, Carlos Rueda‐Armengot, Salvador Vivas López y Daniel Palacios Marqués. "Ontological supports of knowledge: knowledge creation and analytical knowledge". Management Decision 49, n.º 2 (8 de marzo de 2011): 183–94. http://dx.doi.org/10.1108/00251741111109106.

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39

van Aalst, Jan. "Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses". International Journal of Computer-Supported Collaborative Learning 4, n.º 3 (20 de junio de 2009): 259–87. http://dx.doi.org/10.1007/s11412-009-9069-5.

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40

Alexander, Phill. "KNOWing How to Play: Gamer Knowledges and Knowledge Acquisition". Computers and Composition 44 (junio de 2017): 1–12. http://dx.doi.org/10.1016/j.compcom.2017.03.004.

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41

Muke, Kitoga, Balagizi Ganywamulume, Mambo Mwilo, Tumsifu Manegabe, Masumbuko Bruno y Birindwa Archippe. "Knowledge Attitude and Practice (KAP) survey among healthcare professionals in pediatrics on the psychomotor development of children. Case of urban and rural health areas in South Kivu in the Democratic Republic of Congo: a cross-sectional study". Annals of Medicine & Surgery 85, n.º 8 (6 de julio de 2023): 3863–69. http://dx.doi.org/10.1097/ms9.0000000000001043.

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Introduction: Development refers to change. The study of development is the understanding of how a subject functions at a particular age or time in life. The objective of this study was to evaluate the knowledge, attitude, and practice of pediatric healthcare personnel on the psychomotor development of the child. Methods: This was a cross-sectional study of knowledge, attitude, and practice conducted in the health areas of South Kivu. Results: Twenty-six caregivers participated in the survey. Men were the most represented (61.5%), mean age 27.62±5.07 years; median experience in pediatrics: 1 year; predominantly urban setting with 69.2%. General practitioners were more represented, with 57.7%. The overall state of knowledge was insufficient in 69.2%. Knowledge1 improves with increasing experience in pediatrics (P=0.008), and qualification improves knowledge1 (P=0.033) and knowledge3 (P=0.009). Knowledge4 improved from rural to urban settings (P=0.022). A good knowledge of the scales used in the evaluation of psychomotor development influences the use of one or the other (P=0.000). The authors also notice that those who indicate and/or have physical therapy practiced in rehabilitation are generally those who have a good knowledge of the use of psychomotor development assessment tools (P=0.010). Conclusion: This study highlights the low theoretical knowledge of caregivers on psychomotor development in our study setting, resulting in late diagnosis and consequently poor treatment of psychomotor development disorders. The results of this study indicate a need for continuing education for pediatric caregivers on the psychomotor development of the child.

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42

Seuleanu Ph D, Dragos. "Knowledge Transfer - The First Stage of the Knowledge-based Economy". International Journal of Science and Research (IJSR) 13, n.º 8 (5 de agosto de 2024): 1512–16. http://dx.doi.org/10.21275/sr24825023639.

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43

Jordan, Sue. "Medication - Knowledge SetMedication - Knowledge Set". Nursing Standard 21, n.º 39 (6 de junio de 2007): 30. http://dx.doi.org/10.7748/ns2007.06.21.39.30.b626.

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44

Caria, Telmo H. "Knowledge hierarchy and professional knowledge". Cadernos de Pesquisa 44, n.º 154 (diciembre de 2014): 798–826. http://dx.doi.org/10.1590/198053141992.

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The aim of this article is to substantiate, in the sociological point of view, the distinction between the social and cognitive processes that produce knowledge in knowledge abstract systems - KAS - to generate cultural inequality and the micro processes of knowledge usage, which build local and cultural knowledge from common sense. It is circumscribed to this aim a problematization of knowledge usage developed by middle class salaried professional groups, rich in cultural capital but without equivalent symbolical capital, in a capitalist society at risk. In order to achieve this goal, the classical contributions of Pierre Bourdieu, Boaventura Sousa Santos, Donald Schön and Basil Bernstein (among others) are taken as a basis regarding the limitation of critical and reflexive thinking and the virtues of professional knowledge to support an epistemology of professional practice.

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45

Boland, R. J., J. Singh, P. Salipante, J. D. Aram, S. Y. Fay y P. Kanawattanachai. "KNOWLEDGE REPRESENTATIONS AND KNOWLEDGE TRANSFER." Academy of Management Journal 44, n.º 2 (1 de abril de 2001): 393–417. http://dx.doi.org/10.2307/3069463.

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46

Smylie, Janet, Carmel Mary Martin, Nili Kaplan-Myrth, Leah Steele, Caroline Tait y William Hogg. "Knowledge translation and indigenous knowledge". International Journal of Circumpolar Health 63, sup2 (septiembre de 2004): 139–43. http://dx.doi.org/10.3402/ijch.v63i0.17877.

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47

Boland, Richard J., Jagdip Singh, Paul Salipante, John D. Aram, Sharon Y. Fay y Prasert Kanawattanachai. "Knowledge Representations and Knowledge Transfer". Academy of Management Journal 44, n.º 2 (abril de 2001): 393–417. http://dx.doi.org/10.5465/3069463.

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48

Kang, Sungjae y Kisung Seo. "Weighted Knowledge Based Knowledge Distillation". Transactions of The Korean Institute of Electrical Engineers 71, n.º 2 (28 de febrero de 2022): 431–35. http://dx.doi.org/10.5370/kiee.2022.71.2.431.

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49

Subramanian, Annapoornima M. y Pek-Hooi Soh. "Contributing Knowledge to Knowledge Repositories". Information Resources Management Journal 22, n.º 1 (enero de 2009): 45–62. http://dx.doi.org/10.4018/irmj.2009010103.

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50

Ermine, Jean-Louis. "Knowledge Crash and Knowledge Management". International Journal of Knowledge and Systems Science 1, n.º 4 (octubre de 2010): 79–95. http://dx.doi.org/10.4018/jkss.2010100105.

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Population ageing is a phenomenon that is quite new and irreversible in the history of mankind. Every country and every organisation is concerned while it is not certain that all the risks and challenges have been clearly identified. Clearly, there is a risk of massive knowledge loss, i.e., “Knowledge Crash”, due to massive retirements, but not exclusively for this reason. This risk is not evaluated at the right level, and in this regard, this article, by including the problem of “Knowledge Crash” in the more general framework of “Knowledge Management”, enlarges the concepts of knowledge, generation, and knowledge transfer. The author proposes a global approach, starting from a strategic analysis of a knowledge capital and ending in the implementation of socio-technical devices for inter-generational knowledge transfer.

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