Bibliografie tematiche / Knowledge society

Letteratura scientifica selezionata sul tema "Knowledge society"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 11 marzo 2023

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Articoli di riviste sul tema "Knowledge society"

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

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Miljkovic, Miljan, e Ana Sitarica. "Society knowledge". Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, n. 10 (2016): 283–93. http://dx.doi.org/10.5937/zrufpl1610283m.

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Boschele, Marco. "The “information society” and the role of knowledge in society". AJIT-e: Online Academic Journal of Information Technology 5, n. 14 (15 febbraio 2014): 7–13. http://dx.doi.org/10.5824/1309-1581.2014.1.001.x.

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CIULEI, Tomita. "Educational Policies in Knowledge Based Society". Revista Romaneasca pentru Educatie Multidimensionala 5, n. 2 (31 dicembre 2013): 5–8. http://dx.doi.org/10.18662/rrem/2013.0502.01.

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Singh, Kumar Bigyananand. "Transforming Educational Institution in Knowledge Society". Global Journal For Research Analysis 3, n. 2 (15 giugno 2012): 19–20. http://dx.doi.org/10.15373/22778160/february2014/77.

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Vattimo, Gianni. "Knowledge Society or Leisure Society?" Diogenes 50, n. 1 (febbraio 2003): 9–14. http://dx.doi.org/10.1177/039219210305000102.

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Vattimo, Giannii. "Knowledge Society or Leisure Society?" Diogenes 50, n. 1 (1 febbraio 2003): 9–14. http://dx.doi.org/10.1177/0392192103050001748.

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Memel-Fotê, Harris. "Initiation Society, Learned Society and Knowledge Society". Diogenes 50, n. 1 (febbraio 2003): 51–56. http://dx.doi.org/10.1177/039219210305000106.

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Greco, Pietro. "The knowledge society". Journal of Science Communication 06, n. 04 (21 dicembre 2007): C01. http://dx.doi.org/10.22323/2.06040301.

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In 2007, global investments in R&D have increased by 7% on the previous year and have reached an absolute historical peak, exceeding for the first time the threshold of 1,100 billion dollars (calculated in the hypothesis of a purchasing power parity between the currencies). The world invests in scientific research and technological development 2.1% of the wealth it produces. At the same time, there has been an increase in the exchange of high added-knowledge value goods and high tech represents now the most dynamic sector of the world economy.

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DeGregori, Thomas R. "The knowledge society". Social Science Journal 25, n. 2 (1 giugno 1988): 252–53. http://dx.doi.org/10.1016/0362-3319(88)90019-5.

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Tesi sul tema "Knowledge society"

Klaassen, Jan-Aaron. "Knowledge Society and the Book Market in Egypt". St. Gallen, 2005. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/02606903001/$FILE/02606903001.pdf.

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Reid, Grant Horace John. "General Knowledge? The Roles of the New Zealand University in a Knowledge Society". The University of Waikato, 2006. http://hdl.handle.net/10289/2648.

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This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth. A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses. The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism. A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches. The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society. The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.

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Nappo, Fabio [Verfasser]. "Intellectual Property Management in a knowledge-based Society / Fabio Nappo". München : GRIN Verlag, 2011. http://d-nb.info/1182326226/34.

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Murphy, Anne L. "Society, knowledge and the behaviour of English investors, 1688-1702". Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/7830.

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The period between 1688 and 1702 witnessed remarkable changes in the nature of public and private investment in England. From 1688 a host of joint-stock companies emerged, offering investors the opportunity to commit their capital to projects ranging from the manufacture of paper to the search for sunken treasure. Prompted by the exigencies of the Nine Years' War, the state also employed innovative tactics to attract money, it sold annuities, floated lottery schemes and authorised the incorporation of the Bank of England in 1694 and the New East India Company in 1698 on the condition that those companies functioned chiefly as vehicles to provide government funding. This thesis presents a comprehensive study of the choices and actions of the investors who enthusiastically embraced those new opportunities. It documents the rise of an active and surprisingly sophisticated market that facilitated a wide variety of investment strategies. Yet, the market was also subject to many failings. Facilities for managing risk were limited and it was often difficult for investors to access and analyse financial information. Furthermore, although the market attracted a diverse range of investors, activity came to be dominated by the few and, in some cases, individuals or groups acting in concert were able to manipulate the prices of securities. However, while these failings undoubtedly led to the destruction of some of the enterprises established during this period and contributed to the representation of financial investment as a dangerous and dishonest endeavour, the larger joint-stock companies proved remarkably resilient and surprisingly capable of retaining the trust of their shareholders. Hence the revolution in private and public finance did bring about permanent changes in investment habits and the institutions created during this period - the Bank of England, the National Debt and an active stock market - survived, flourished and became the foundation of London's financial system.

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Bellenoit, Hayden John-Andrew. "Missionary education, knowledge and north Indian society, c. 1880-1915". Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:34c131ba-81a8-4454-99c1-fb62693dc657.

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This dissertation is a critical examination of education via what I have termed the 'educational enterprise' run by Anglican Christian missions in north India c.1880-1915. It will focus in particular on the Gangetic plain, parts of Bengal, the Punjab and Central Provinces. The example of the United Provinces will be used to give context to missionary- Government relations, but will engage with arguments in upper and eastern India (especially Bengal) which are relevant to this research. The network of schools, their aims, orientation, and the degrees to which they were dependent upon Indian agency will all be considered. The first chapter begins with a review of the literature on colonial knowledge and Christian missions, and gives a brief review of religious debate and discourse in pre-British India. It then establishes the Protestant Christian theological context of the early-mid nineteenth century and delineates its development from a pugnacious confrontational one into a positivist and universal theology towards the late nineteenth century. Chapter II establishes the moral and economic context of education in late nineteenth century UP, accounting for religious instruction, the economic rationale for subsidising mission schools, the relationship between the two. It will further define the relationship between missions and Government. Chapter III defines the means and ends of mission schools, considers the degree to which they were dependent upon Indian agency and the impact of religious dialogue upon 'representations' of India. The reception and contestation of both religious and secular knowledge are dealt with in Chapter IV. Indian contestations of Orientalist and Christocentric scholarship receive particular attention. The development of a secular and religiously-plural educational sphere, as a by-product of missionary education, will be investigated in Chapter V. It considers the devaluation of the curriculum, investigates student hostels, Indian nationalism and their contribution to constructive nationalism. The infrastructural shortcomings of education will be addressed in Chapter VI, and ascertain the degree to which the enterprise reproduced Indian, European, and Christian values. Chapter VII will conclude with a review and offer insights into the relationships between Orientalism, religion and colonial Indian society.

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Fouksman, Elizaveta. "Civil society knowledge networks : a geography of ideas in development". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:d2971536-8ba0-4642-9403-6c2e0bb288fb.

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Information technology, media, financial flows and consumer culture have long been acknowledged as transnational connective forces that spread ideas and values around the globe. This work proposes an alternative mechanism for such spread: development-focused civil society organizations. This thesis argues that such organizations constitute a backbone of connections that link a diversity of development actors and local communities into a network with global scope. While individual nodes in these civil society networks may not possess global reach, the network as a whole facilitates the far flung transfer of knowledge and ideas. This work focuses on the ways that knowledge is generated, transferred and renegotiated on both the global, national and local scale through such networks of development institutions. How are global discourses formed, adapted and spread via civil society into local communities? How do local communities interact with, change, implement or ignore the values, knowledge and rhetoric of global movements? How are communities shaped by these discourses and what role do they have in informing the discourses themselves? The project constructs two case studies of such 'knowledge networks' - two international foundations, their partner NGOs in the developing world (Kyrgyzstan and Kenya), and the local communities where the NGOs support ecologically-focused initiatives. The case studies demonstrate the complex and uneven ways in which knowledge and values are shared - and contested - within the networks. Ideas are transformed, adapted or ignored between different nodes, and yet the network retains enough common discourse and shared knowledge to function as a whole. Despite power imbalances, local actors remain agents, not subjects, in these networks and produce knowledge that is prized by other organizations and individuals in the networks. Civil society knowledge networks thus sculpt the content and application of knowledge across global movements, development-focused civil society organizations and local communities in the developing world.

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Roumeliotis, Filip. "Ideological Closure : Drug Prevention in a Post-political Society". Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131156.

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The aim of this thesis is to critically examine drug prevention as a field of problematizations – how drug prevention becomes established as a political technology within this field, how it connects to certain modes of governance, how and under which conditions it constitutes it’s problematic, the questions it asks, it´s implications in terms of political participation and representation, the various bodies of knowledge through which it constitutes the reality upon which it acts, the limits it places on ways of being, questioning, and talking in the world. The main analyses have been conducted in four separate but interrelated articles. Each article addresses a specific dimension of drug prevention in order to get a grasp of how this field is organized. Article 1 examines the shift that has occurred in the Swedish context during the period 1981–2011 in how drugs have been problematized, what knowledge has grounded the specific modes of problematization and which modes of governance this has enabled. In article 2, the currently dominant scientific discipline in the field of drug prevention – prevention science – is critically examined in terms of how it constructs the “drug problem” and the underlying assumptions it carries in regard to reality and political governance. Article 3 addresses the issue of communities’ democratic participation in drug prevention efforts by analyzing the theoretical foundations of the Communities That Care prevention program. The article seeks to uncover how notions of community empowerment and democratic participation are constructed, and how the “community” is established as a political entity in the program. The fourth and final article critically examines the Swedish Social and Emotional Training (SET) program and the political implications of the relationship the program establishes between the subject and emotions. The argument is made that, within the field of drug prevention, questions of political values and priorities in a problematic way are decoupled from the political field and pose a significant problem in terms of the possibilities to engage in democratic deliberation. Within this field of problematizations it becomes impossible to mobilize a politics against social injustice, poverty and inequality. At the same time, the scientific grounding of this mode of governing the drug “problem” acts to naturalize a specific – highly political – way of engaging with drugs.

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Vik, Jostein. "Knowledge, Mobility and Configurations of Power : an Asset Specificity Perspective on Power in the Knowledge Society". Doctoral thesis, Norwegian University of Science and Technology, Faculty of Social Sciences and Technology Management, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-988.

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This dissertation studies three interrelated concepts—power, knowledge, and mobility—in order to understand how knowledge mobility (specificity) affects power in the knowledge economy. To do this, the thesis is divided into two parts. The first part develops a theoretical approach, while the second employs this theoretical approach to different empirical fields. In the first, theoretical, part, the dissertation begins by discussing the different ways that the sundry literatures on power, asset specificity and knowledge types have developed. These literature reviews are used to develop a set of theoretically-deduced expectations in Chapter 5. These chapters contribute to broadening our understanding of the core concepts, especially asset and factor specificity, by explicitly linking them to the notion of knowledge mobility and to configurations of power.

The second part of the dissertation interrogates the expectations developed in Chapter 5 across three different venues: a case study of a regime change in a knowledge-intensive consultancy firm; cross-national multivariate statistical assessments on the relationship between specificity, knowledge, and configurations of power; and an historical case study of how the co-working of a set of international institutions—the World Intellectual Property Organization, the International Organization for Standardization, and the World Trade Organization—influences knowledge specificity and mobility. These empirical studies elaborate how knowledge mobility and power are interrelated. The chapters are suggesting that the degree of knowledge mobility may be seen as an element in otherwise well-known, empirical regularities. These sorts of similarities are revealed at all three (firm, national and international) levels.

The dissertation employs a broad methodological approach that swaps between analytical levels, alternative operationalizations, methods and causal interpretations. The resulting "montage effect" combines case studies, multivariate regressions, and institutional analyses to create a picture that may be seen as rich representation of a reality. This picture reveals that the specificity and mobility of assets matters for shaping and reshaping configurations of power.

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Schoop, Eric, Helena Bukvova e Claudia Lieske. "Blended-Learning arrangements for higher education in the changing knowledge society". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-26183.

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This paper presents an advanced – international – blended learning arrangement. It has been developed, implemented and reviewed regularly in the last 4 years at the authors’ institution. Instead of referring solely to traditional classroom teaching, we use and continually refine this arrangement in our every-day formal teaching and learning processes at Technische Universitaet Dresden. By this we take into regard the changes induced by the Bologna Roadmap and try better to support its “new” didactical objectives: more interactive and interdisciplinary modules with focus upon the (practical) integration of professional and methodical responsibility, decision-making and soft skills.

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KOJIRI, Tomoko, e Toyohide WATANABE. "INTEGRATED SUPPORT FOR HUMANS AND ENVIRONMENTS IN TODAY'S KNOWLEDGE-BASED SOCIETY". INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2006. http://hdl.handle.net/2237/10417.

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Libri sul tema "Knowledge society"

Sörlin, Sverker, e Hebe Vessuri, a cura di. Knowledge Society vs. Knowledge Economy. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603516.

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Böhme, Gernot, e Nico Stehr, a cura di. The Knowledge Society. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4724-5.

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Arie, Rip, Hess David J e Layne Linda L, a cura di. Knowledge and society. Greenwich, Conn: JAI Press, 1992.

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Glückler, Johannes, Heinz-Dieter Meyer e Laura Suarsana, a cura di. Knowledge and Civil Society. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-71147-4.

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Monteiro, João L., Paula M. C. Swatman e Luis Valadares Tavares, a cura di. Towards the Knowledge Society. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35617-4.

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Duca, Gheorghe. Contributions to knowledge society. Chișinău, Republica Moldova: Știința, 2009.

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Al-Hawamdeh, Suliman. Information and knowledge society. Singapore: McGraw-Hill, 2002.

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Mursal, Humanyun. Renaissance for knowledge society. Kolhapur: Society for Muslim Social Change, 2017.

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Finnegan, Ruth. Participating in the Knowledge Society. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230523043.

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Aarrevaara, Timo, Martin Finkelstein, Glen A. Jones e Jisun Jung, a cura di. Universities in the Knowledge Society. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76579-8.

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Capitoli di libri sul tema "Knowledge society"

Meier, Andreas, e Luis Terán. "Knowledge Society". In Progress in IS, 221–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17585-6_10.

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Meier, Andreas. "Knowledge Society". In eDemocracy & eGovernment, 191–204. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24494-0_10.

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Kabir, Mitt Nowshade. "Knowledge Society". In Knowledge-Based Social Entrepreneurship, 59–89. New York: Palgrave Macmillan US, 2019. http://dx.doi.org/10.1057/978-1-137-34809-8_3.

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Williams, Michael. "Knowledge". In Society Today, 87–92. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-08845-4_19.

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Stehr, Nico. "Theories of Society". In Knowledge Capitalism, 1–47. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003296157-1.

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Helmstädter, Ernst. "The Knowledge Society". In Innovation, Employment and Growth Policy Issues in the EU and the US, 207–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00631-9_11.

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Frønes, Ivar. "The Knowledge Society". In SpringerBriefs in Well-Being and Quality of Life Research, 101–8. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25100-4_8.

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Stehr, Nico, e Alexander Ruser. "Knowledge Society, Knowledge Economy and Knowledge Democracy". In Handbook of Cyber-Development, Cyber-Democracy, and Cyber-Defense, 1–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-06091-0_16-1.

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Stehr, Nico, e Alexander Ruser. "Knowledge Society, Knowledge Economy, and Knowledge Democracy". In Handbook of Cyber-Development, Cyber-Democracy, and Cyber-Defense, 475–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-09069-6_16.

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Childe, V. G. "Individual and Society". In Society and Knowledge, 96–105. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003252610-8.

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Atti di convegni sul tema "Knowledge society"

Gaitanaru, Andrei. "INFORMATION SOCIETY, KNOWLEDGE SOCIETY". In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-102.

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In the decades of the seventeenth and 20th century, the predominant phrase was Computer Science, with ideas and trends that targeted an informational society. Gradually the concept of Information Society has gained ground and has become a reality since the explosion of the Internet, the main vector of this society. This has happened in the last decade of the 20th century. Starting with the 21st century, the concept of the Knowledge Society has moved. New concepts that benefit from the suffix e are discovered and launched every year. From the timely attempts of the 95s to 96s to introduce the concept of e-commerce, 1998-2005 came to the promotion of e-business concepts, e-learning, e-procurement, e-voting, e-democracy, e-referendum, e-library and e-government. Practically starting with 2006 we can talk about the concept of e-everything. That is why the true information society must ensure the legal and social guarantees of every citizen who, anywhere and anytime, can access (receive) all the information necessary for his activity and solve the problems of each individual. If such safeguards do not exist, then society can not be considered informational. It is possible to imagine a society in which industry, public administration and other specialized structures of power will be fully computerized and included in the system of current communication networks, yet information in such a society proves to be a good asset of the administrative and political elite. Whole masses of people, after which their potential creator and social activity can be isolated from the knowledge that is circulating and those created in these networks.

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Ambrozy, Marian. "VALUE OF EXPLICIT KNOWLEDGE IN KNOWLEDGE SOCIETY". In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b23/s7.127.

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García-Peñalvo, Francisco J. "Education in knowledge society". In the First International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536624.

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Cerroni, Andrea. "Knowledge Artifacts: When Society Objectifies Itself in Knowledge". In 1st International Workshop on the design, development and use of Knowledge IT Artifacts in professional communities and aggregations. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005661704290435.

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Cirilli, Manuela. "From CERN knowledge to society". In The 39th International Conference on High Energy Physics. Trieste, Italy: Sissa Medialab, 2019. http://dx.doi.org/10.22323/1.340.0461.

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Roche, Christophe. "From Information Society to Knowledge Society: The Ontology Issue". In COMPUTING ANTICIPATORY SYSTEMS: CASYS 2001 - Fifth International Conference. AIP, 2002. http://dx.doi.org/10.1063/1.1503733.

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Bălan, Marin. "Knowledge-based Society and the School". In 11th International Conference on “Electronics, Communications and Computing". Technical University of Moldova, 2022. http://dx.doi.org/10.52326/ic-ecco.2021/ks.03.

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In a knowledge-based society, the school is the most important institution, being responsible for the society of the future. Dewey and Lipman showed that the traditional school failed, focusing on the transfer of knowledge from those who know to those who do not know, from teacher to student. Such a school is concerned with ensuring success, performance, but it offers answers to questions that students don’t ask and ignores questions that they raise. On the whole, the school needs to adapt its practices so that students can learn how to ask questions and how to think for themselves.

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Vukašinović, Jelena. "Role of Knowledge in Information Society". In Sinteza 2014. Belgrade, Serbia: Singidunum University, 2014. http://dx.doi.org/10.15308/sinteza-2014-476-479.

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Rollins, Minna, Nilmini Wickramasinghe e Mika Gabrielsson. "Introduction to the Minitrack on Knowledge Society, Culture, and Knowledge Systems". In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2018. http://dx.doi.org/10.24251/hicss.2018.541.

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Zhuge, Hai. "Cyber Physical Society". In 2010 Sixth International Conference on Semantics Knowledge and Grid (SKG). IEEE, 2010. http://dx.doi.org/10.1109/skg.2010.7.

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Rapporti di organizzazioni sul tema "Knowledge society"

von Sigsfeld, Julia. Ancestral Knowledges and the Ecuadorian Knowledge Society. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, luglio 2020. http://dx.doi.org/10.46877/sigsfeld.2020.24.

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von Sigsfeld, Julia. Ancestral Knowledges and the Ecuadorian Knowledge Society. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2020. http://dx.doi.org/10.46877/sigsfeld.2020.24.

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The government of Rafael Correa (2007-2017) embarked on an ambitious project of diversifying the national economy to transition from a primary resource exporting economy to a competitive Knowledge Society and a Knowledge-Based Bio-Economy as biodiversity was conceptualized as the country’s most significant comparative advantage. This paper traces how peoples’ and nationalities’ knowledges, so-called ancestral knowledges, were elicited in unprecedented ways in this context of bringing about a change of the productive matrix. While knowledge in general was reframed as an infinite resource, ancestral knowledges were made productive for a state-led project of capitalist modernization.

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Aleixo, Ana Marta, Susana Leal, Margarida Mano e Ulisses Azeiteiro. The bond between Higher Education Institutions and society: A scoping review protocol about knowledge transfer and valorisation to promote sustainable development. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, agosto 2022. http://dx.doi.org/10.37766/inplasy2022.8.0072.

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Review question / Objective: The research question of the present paper is: How have Higher education’s institutions operationalised the transfer of knowledge to society in terms of research, development, and innovation (R&D&I), what are the determinants of this process, and how the HEI knowledge transfer to society contributes for the sustainability and UN SDG? To answer this research question, the following goals were outlined: (a) understand which determinants influence the HEIs knowledge transfer to society, (b) perceive how HEIs knowledge transfer for society could be operationalized in an effective way; and, (c) perceive how HEIs knowledge transfer for society support the implementation of sustainability and the UN SDGs.

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Hertz, Jana C., Derick W. Brinkerhoff, Robin Bush e Petrarca Karetji. Knowledge Systems: Evidence to Policy Concepts in Practice. RTI Press, giugno 2020. http://dx.doi.org/10.3768/rtipress.2020.pb.0024.2006.

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This policy brief reviews the evolution of knowledge-to-policy studies and the emergence of systems perspectives. We explore the less well understood issue of how to grow and reinforce knowledge systems in settings where they are weak and underdeveloped. We offer a knowledge systems model that encapsulates current thinking and present an example of an effort to strengthen a knowledge system, drawn from a project managed by RTI in Indonesia. We conclude with some recommendations for strengthening knowledge systems including promoting debate among a diversity of voices within the knowledge system, providing sustained stakeholder commitment to the systems approach, investing in the components of the knowledge system as well as the interaction between components, fostering a balance between government mechanisms and space for civil society perspectives, and exploring how knowledge systems can engage the private sector. We conclude with suggestions for applying the knowledge systems model in new country contexts including use of a political economy analysis as well as gauging readiness of government actors, research institutes, and media to engage.

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David A. King. PROCESS KNOWLEDGE DATA GATHERING AND REPORTING IN SUPPORT OF DECOMMISSIONING Health Physics Society Annual Meeting West Palm Beach, Florida June 27, 2011. Office of Scientific and Technical Information (OSTI), giugno 2011. http://dx.doi.org/10.2172/1034279.

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Millican, Juliet. Civil Society Learning Journey Briefing Note 3: Methods for Supporting or Countering Informal Social Movements. Institute of Development Studies, ottobre 2022. http://dx.doi.org/10.19088/k4d.2022.153.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.

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Millican, Juliet. Civil Society Learning Journey Briefing Note 2: Evaluating Efficacy When Funding CSOs Promoting Democracy and Open Societies. Institute of Development Studies, ottobre 2022. http://dx.doi.org/10.19088/k4d.2022.152.

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Millican, Juliet. Civil Society Learning Journey Briefing Note 1: What are the Strengths and Weaknesses of INGOs Delivering Development Outcomes? Institute of Development Studies, ottobre 2022. http://dx.doi.org/10.19088/k4d.2022.151.

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Dudoit, Alain, Molivann Panot e Thierry Warin. Towards a multi-stakeholder Intermodal Trade-Transportation Data-Sharing and Knowledge Exchange Network. CIRANO, dicembre 2021. http://dx.doi.org/10.54932/mvne7282.

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The performance of supply chains used to be mainly the concern of academics and professionals who studied the potential efficiencies and risks associated with this aspect of globalisation. In 2021, major disruptions in this critical sector of our economies are making headlines and attracting the attention of policy makers around the world. Supply chain bottlenecks create shortages, fuel inflation, and undermine economic recovery. This report provides a transversal and multidisciplinary analysis of the challenges and opportunities regarding data interoperability and data sharing as they relate to the ‘Great Lakes - St. Lawrence Seaway Trade Corridor’ (GLSLTC)’s intermodal transportation and trade data strategy. The size and scope of this trade corridor are only matched by the complexity of its multimodal freight transportation systems and growing urbanization on both sides of the Canada-US border. This complexity is exacerbated by the lack of data interoperability and effective collaborations between the different stakeholders within the various jurisdictions and amongst them. Our analytical work relies on : 1) A review of the relevant documentation on the latest challenges to supply chains (SC), intermodal freight transport and international trade, identifying any databases that are to be used.; 2) A comparative review of selected relevant initiatives to give insights into the best practices in digital supply chains implemented in Canada, the United States, and the European Union.; 3) Interviews and discussions with experts from Transport Canada, Statistics Canada, the Canadian Centre on Transportation Data (CCTD) and Global Affairs Canada, as well as with CIRANO’s research community and four partner institutions to identify databases and data that they use in their research related to transportation and trade relevant data availabilities and methodologies as well as joint research opportunities. Its main findings can be summarized as follow: GLSLTC is characterized by its critical scale, complexity, and strategic impact as North America’s most vital trade corridor in the foreseeable further intensification of continental trade. 4% of Canadian GDP is attributed to the Transportation and Logistics sector (2018): $1 trillion of goods moved every year: Goods and services imports are equivalent to 33% of Canada’s GDP and goods and services exports equivalent to 32%. The transportation sector is a key contributor to the achievement of net-zero emissions commitment by 2050. All sectors of the Canadian economy are affected by global supply chain disruptions. Uncertainty and threats extend well beyond the COVID-19 Pandemic. “De-globalization” and increasing supply chains regionalization pressures are mounting. Innovation and thus economic performance—increasingly hinges on the quantity and quality of data. Data is transforming Canada’s economy/society and is now at the center of global trade “Transport data is becoming less available: Canada needs to make data a priority for a national transportation strategy.” * “How the Government of Canada collects, manages, and governs data—and how it accesses and shares data with other governments, sectors, and Canadians—must change.”

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Para-Mallam, Funmi, Philip Hayab John, Chikas Danfulani Tsilpi, Katung John Kwasau e Christine Samuel. Understanding Intersecting Threats and Vulnerabilities Facing Christian Women and Men in Ungwan Bawa and Saminaka, Kaduna State, Nigeria. Institute of Development Studies, febbraio 2023. http://dx.doi.org/10.19088/creid.2023.004.

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This research aims to comprehend the interconnecting threats and vulnerabilities facing underprivileged women from marginalised religious groups in Nigeria from the angle of gender discrimination from their neighbouring communities as well as their host societies. It also extends to discrimination shown to people on the basis of their religious background as well as socioeconomic biases endured by poor women from marginalised religious groups. The research also aims to exhume and illuminate the societal experiences of women as an undermined group compared to men of the same faith, including how discrimination from the wider society affects both groups. It looks at cultural and socioeconomic vulnerability of these women and aims to learn from their experiential knowledge by listening to their stories first hand.

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