Different Categories Of Knowledge Research Articles

Climbing up the ladder of abstraction: how to span the boundaries of knowledge space in the online knowledge market?

The challenge of raising a creative question exists in recombining different categories of knowledge. However, the impact of recombination remains controversial. Drawing on the theories of knowledge recombination and category-spanning, we claim that the impact of knowledge spanning on the appeal of questions is contingent upon questions’ knowledge hierarchy in the knowledge space. Using word embedding models and network analysis to quantify knowledge spanning and knowledge hierarchy respectively, we test our hypotheses with the data collected from a large online knowledge market (N = 463,545). Knowledge spanning has an inverted U-shaped influence on the appeal of questions: the appeal of questions increases up to a threshold, after which point the positive effect reverses. However, with the increase in knowledge hierarchy, the inverted U-shape is weakened and disappears quickly. We fill the research gap by conceptualizing question-asking as knowledge-spanning and highlighting the theoretical underpinnings of knowledge hierarchy. The theoretical and practical implications for future research on knowledge recombination are discussed.

Knowledge, Attitude, and Practice of Young Paediatricians About Chelation Therapyin Transfusion-Dependent Thalassemia Major Children

Objective: To determine the knowledge, attitude, and practice of young paediatricians about chelation therapy in transfusiondependent thalassemia major children.
 Study Design: KAP survey
 Place and Duration of Study: Six different hospitals in Rawalpindi and Islamabad Pakistan, from Jul 2019 to Jan 2020.
 Methodology: We study enrolled a sample of 98 doctors. The study included all residents (R1, R2, R3, and R4) and senior registrars of the six hospitals, while those on leave for any reason like maternity or others were excluded. A pre-validated questionnaire was used to collect the data.
 Results: Out of 98, maximum residents were of third-year (R3) 27(27.6%), followed by the second-year resident (R2) and senior registrar (SR) 19(19.4%). About 52(53.1%) residents reported that they did not have any thalassemia centre in their facility,with a maximum from Rawalpindi 65(66.3%). The study revealed that 61.2% study population had fair knowledge and attitude towards chelation therapy, while 22(22.4%) had poor and 16(16.3%) had satisfactory scores. The study revealed varied practices except for combination therapy, where 82.7% preferred it. The study showed a significant association between different categories of knowledge and attitude with professional levels, (p-value = 0.014).
 Conclusion: The majority had a fair knowledge and attitude towards chelation therapy, while the practice varies mostly,except for the maximum preferred combination therapy for chelation. The study further concluded that with an increase in professional experience, knowledge, attitude and practice improved towards better treatment.

Classroom to Workplace: Knowledge and Skills Learned by Recently Hired Aerospace Engineers

A primary outcome of the organizational socialization process for new hires is learning how to complete tasks successfully, which requires learning new knowledge and skills. Although researchers have investigated the knowledge and skills essential for engineers in general, research specific to the aerospace industry has been overlooked. Herein, semistructured interviews were used to explore the perspectives of newly graduated aerospace engineers, each with less than three years of work experience, to gather insights into the new knowledge and skills they needed to learn to do their jobs. Ten interviews were analyzed with an open coding process, and the participant responses were classified into different categories of knowledge and skills. The qualitative method generated rich contextual data, allowing us to identify new types of knowledge and skills that are missing from the related literature dominated by quantitative studies. Our findings show that new workers must learn new knowledge and skills related to electronic hardware, software, and aerospace business operations. The study leads to a call to update the curricula of existing aerospace engineering educational programs to help facilitate an easy transition from school to work and enable newcomers, as professionals, to adapt to the ever-changing industry and make valuable contributions.

Comenius, moral and pious education, and the why, when and how of school discipline

ABSTRACT The present study provides an analysis of John Amos Comenius’s thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault’s ideas about governmentality and discipline, as well as on Henri Lefebvre’s spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early-modern European educational context.

What competences, which migrants? Tacit and explicit knowledge acquired via migration

ABSTRACT This paper analyses the links between the competences acquired via international migration, and the tacit versus explicit knowledge which are encapsulated in these. Whereas most research in this area utilises qualitative methods, this paper utilises a mixed methods approach. It draws on an online quantitative survey of the skills and competences acquired by young Slovak migrants (N = 366), complemented by more traditional in-depth interviews, with a sample of 52 Slovak migrants. The Slovak informants mostly valued those competences which included a distinctive component of tacit knowledge: higher self-confidence and an improved ability to deal with challenges. Migrants simultaneously drew on several types of tacit knowledge (embrained, embedded, encultured and embodied), and a major finding is that in practice these different categories of knowledge are blurred. There are also socio-demographic differences in migrants’ experiences. Both the quantitative and qualitative analyses indicated that women benefited far more than men from the acquisition of the tacit components of embodied, encultured and embedded knowledge. Migrants with tertiary education reported significantly higher acquisition of all types of competences than those who only had secondary education.

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

AbstractThe contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

The uses of disorder in negotiated information orders: information leveraging and changing norms in global public health governance.

The SARS epidemic that broke out in late 2002 in China’s Guangdong Province highlighted the difficulties of reliance on state‐provided information when states have incentives to conceal discrediting information about public health threats. Using SARS and the International Health Regulations (IHR) as a starting point, this article examines negotiated information orders in global public health governance and the irregularities in the supply of data that underlie them. Negotiated information orders within and among the organizations in a field (here, e.g., the World Health Organization, member states, government agencies, and international non‐governmental organizations) spell out relationships among different categories of knowledge and non‐knowledge – what is known, acknowledged to be known, and available for use in decision making versus what might be known but cannot be acknowledged or officially used. Through information leveraging, technically sufficient information then becomes socially sufficient information. Thus it is especially information initially categorized as non‐knowledge – including suppressed data, rumour, unverified evidence, and unofficial information – that creates pressure for the renegotiation of information orders. The argument and evidence of the article also address broader issues about how international law and global norms are realigned, how global norms change, and how social groups manage risk.

What is semantic in semantic dementia? The decay of knowledge of physical entities but not of verbs, numbers and body parts

ABSTRACTBackground: Conceptual knowledge does not decay randomly in patients with cerebral damage, suggesting that dedicated neural substrates may support different categories of knowledge. Semantic dementia is an optimal natural model for studying the organization of semantic memory. Nevertheless, in a pathology primarily characterized by a semantic memory disorder categorical- and modality- specific effects are not obvious findings. In fact, there is no clear evidence of categorical effects, at least concerning two broad categories of knowledge, that is, natural items and artifacts. Furthermore, transmodal deficits do not seem to be the rule in SD. Also quite robust is the observation that some conceptual domains are relatively spared in this pathology, that is, numerical knowledge, abstract words, and action verbs.Aims: To explore category specific and modality specific deficit in SD and to support the evidence that semantic degradation in SD primarily involves knowledge of the objects in the real world, whereas categories of knowledge whose items can be less easily identified by surface attributes, such as verbs, numbers and body parts, are more preserved.Methods and Procedures: We investigated the semantic impairment in 8 patients with Semantic Dementia (SD). Voxel-based morphometry (VBM) in each patient was also obtainedOutcomes and Results: In some patients manmade objects were significantly more preserved than natural items, verbs more preserved than nouns and the number system entirely preserved; the body parts category was the least impaired in all subjects; finally, in three patients visual semantic knowledge was significantly more preserved than verbal semantic knowledge. VBM showed that atrophy of the anterior inferior temporal regions was insufficient to impair knowledge about verbs, numbers and body parts, whose impairment was associated with more widespread atrophy. In subjects whose verbal semantic knowledge was significantly more impaired than visual semantic knowledge, atrophy was principally distributed in the left hemisphere. In patients with significant impairment for natural items compared to manmade objects, atrophy was not confine in the temporal lobes.Conclusion: We conclude that in SD semantic decay primarily involves the real-world items whose knowledge is processed by surface sensorifunctional features and that this is the type of knowledge stored in the temporal lobes. Our data support a model that associates a semantic hub with modality/category specific neural substrates.

Beliefs about Gender

We conduct laboratory experiments that explore how gender stereotypes shape beliefs about ability of oneself and others in different categories of knowledge. The data reveal two patterns. First, men’s and women’s beliefs about both oneself and others exceed observed ability on average, particularly in difficult tasks. Second, overestimation of ability by both men and women varies across categories. To understand these patterns, we develop a model that separates gender stereotypes from misestimation of ability related to the difficulty of the task. We find that stereotypes contribute to gender gaps in self-confidence, assessments of others, and behavior in a cooperative game. (JEL C92, D83, D91, J16)

A hybrid model of knowledge management for new service development

Although many theories regarding the implementation of knowledge management (KM) in organizations have been proposed and studied, most applications tend to stand alone without incorporating the business processes. Different categories of knowledge provide different benefits and how to integrate various categories of KM into a hybrid approach as an effective KM manner remains strategically important, and yet is still understudied. Therefore, in this paper a hybrid model that integrates principal KM applications for new service development (NSD) and the measurement of the resulting financial benefits have been developed. The proposed KM model incorporates newsgroups, knowledge forums, knowledge asset management and knowledge application processes as a hybrid means for sharing organizational knowledge along two axes, explicit vs. implicit and individual vs. collective. One of the largest management consulting companies in Taiwan, China, whose process model of NSD was standing alone with KM applications, was selected for the case study. A set of hybrid KM processes was developed to implement the proposed KM model, and it illustrates an application with greater financial benefits for integrating hybrid KM practices into the business process. Based on knowledge value added (KVA) validation, the proposed KM model provides a new operating system for sharing NSD knowledge within an organization. Through the case study by measuring the achieved financial results, the proposed KM model is found to provide an exclusive hybrid platform with an empirical process model to address innovative approaches and practical values of KM within an organization.

Who Needs to Know What? Institutional Knowledge and Global Projects

Projections for future demand in infrastructure and buildings indicate that there will be increasing opportunities for firms to engage in construction projects around the world. However, international construction projects also face numerous uncertainties. Foreign firms engaged on these projects must work in unfamiliar environments, with differing regulations, norms, and cultural beliefs. This can increase misunderstandings and risks for the entrant firm. To reduce these risks, successful international firms strategically increase their understanding of the local area by collecting knowledge that is important for a given foreign project. This study compiles and analyzes data from 15 case studies of three types of international firms (developers, contractors, and engineers) engaged in international infrastructure development to identify the types of institutional knowledge that informants indicate are important for their international projects. Using institutional theory, we categorize the kinds of knowledge about foreign country operations that managers deem to be important, expanding prior studies by attending to normative knowledge in addition to regulative and cultural knowledge. Finally, we analyze the importance of different categories of knowledge according to firm type. This analysis provides entrant firms a tool to help identify important types of institutional knowledge to collect as they undertake international projects.

Mental representation of normal subjects about the sources of knowledge in different semantic categories and unique entities.

According to the "sensory-motor model of semantic knowledge," different categories of knowledge differ for the weight that different "sources of knowledge" have in their representation. Our study aimed to evaluate this model, checking if subjective evaluations given by normal subjects confirm the different weight that various sources of knowledge have in the representation of different biological and artifact categories and of unique entities, such as famous people or monuments. Results showed that the visual properties are considered as the main source of knowledge for all the living and nonliving categories (as well as for unique entities), but that the clustering of these "sources of knowledge" is different for biological and artifacts categories. Visual data are, indeed, mainly associated with other perceptual (auditory, olfactory, gustatory, and tactual) attributes in the mental representation of living beings and unique entities, whereas they are associated with action-related properties and tactile information in the case of artifacts.

What Law Schools Should Teach Future Transactional Lawyers: Perspectives from Practice

Since at least the 1980’s, law schools have been chided for doing a poor job at teaching skills. This criticism has been accompanied by pressure to increase their emphasis on skills training. The pressure increased with the publication of the McCrate Report in 1992, and then again with the publication of the Carnegie Report in 2007. But is the underlying premise correct? This article is an edited version of my remarks given at the 2009 mid-year meeting of the AALS Conference on Business Associates. In those remarks, I respond to the questions 'Are law schools teaching students adequate transactional skills?' and 'From the standpoint of preparing students for a transactional practice, what would you like to see law schools change?' To answer these questions, I first describe different categories of knowledge a successful lawyer should have, and examine what people mean when they refer to skills. I then discuss which of these categories of knowledge law schools can and should teach, and which should be left to law firms (based on the comparative advantages of each). Finally, after noting that the heavy focus of law school critics on skills training mask some more significant issues, I share my thoughts on how law schools can change to better prepare students for a transactional practice.

Patterns of innovation in knowledge-intensive business services

This article develops indicators to capture six forms or types of innovation in knowledge-intensive business services (KIBS): product, process, delivery, strategic, managerial and marketing innovations. It also proposes a conceptual framework inspired by the knowledge-based theory using different categories of knowledge assets as explanatory variables. Then, based on data of 1124 small and medium KIBS, multivariate probit regression models are estimated. The results show that product, process, strategic, managerial and marketing innovations are complementary. The results also show that the different forms of innovation are explained by different explanatory variables.

Education in the Learning Economy: A European Perspective

Innovation is crucial to the competitiveness of the economies of Europe, and learning is crucial to innovation. The most important trend shift is not that knowledge is becoming more important but that it is becoming obsolete more rapidly than before, so that firms and employees constantly have to learn and acquire new competencies. This involves different types of knowledge of which the less formalised, learnt through experience, are often just as important as the formalised, learnt through exposure to teaching. The article opens with a presentation of different categories of knowledge, their consequences for approaches to education and the concept of the learning economy. Drawing on cross-national data it is then shown how European economies are characterised by dramatic differences in work organisation and learning at the workplace. The authors illustrate how such differences are linked not only to inequality of access to workplace learning but also to institutional and cultural differences between different national school systems in Europe. They argue that traditional schooling, isolated from society and organised according to traditional disciplines and educational methods, is insufficient in the context of the learning economy. Educational principles and cultures focusing on collaboration, interdisciplinarity and engagement with real-life problems are needed to prepare people for flexible and innovative participation in the economy and society.

Evolution of the Students' Conceptual Understanding in the Case of a Teaching Sequence in Mechanics: Concept of Interaction

This study aims better understand the construction of the meaning of physics concepts in during a teaching sequence at the upper secondary school level. In the teaching sessions, students were introduced the concepts of and force. During this teaching sequence the models called interactions and laws of mechanics are successively introduced in the framework of tasks involving a variety of material situations. The hypothesis students' initial knowledge on the verb to act is a founder notion, the extent that its meaning plays a crucial role in constructing the concept of interaction has been set. The research questions are: a) Does the verb to act plays a founder role in the construction of the concept of interaction? b) What are the other notions that intervene in the structured set of knowledge that students use construct the concept of in the teaching sequence? The results of the study show that, for the two students of the observed dyad, the notions of object and the concept of gravitation are simultaneously founder notions. Additionally, the two students of the same dyad who work together all along the sequence use different categories of knowledge and construct different meanings of the concepts.

A metanalysis of impaired and spared naming for different categories of knowledge in patients with a visuo-verbal disconnection

The study of the neuroanatomical correlates of category-specific semantic disorders has strongly supported the ‘sensory/motor model of semantic knowledge,’ which assumes that the cortical areas that have critically contributed to the development of various categories are also implicated in their semantic representation. However, if the anatomo-clinical correlates are consistent with the model, less clearcut results have been obtained by functional neuroimaging experiments. In the present metanalysis, I addressed the question from a different viewpoint, shifting attention from the anatomical lesion in patients with category-specific semantic disorders to the pattern of naming impairment shown by patients suffering from a disconnection between visual areas and lexical output mechanisms. According to the model, living entities should be particularly impaired, since their semantic representations are mainly based upon visual perceptual attributes. On the contrary, actions and body parts (and to a lesser extent artefacts) should be relatively spared, as their semantic representations are mainly based upon motor, somato-sensory or functional attributes. These predictions were checked by reviewing the categorical pattern of naming impairment shown by patients with a visuo-verbal disconnection and a category-specific naming impairment published in the last 20 years. The pattern of impaired and spared categories observed in these patients was consistent with the hypothesis, since: (1) ‘actions’ and ‘body parts’ were systematically spared in comparison to all the other categories; (2) ‘artefacts’ were relatively spared with respect to the ‘living categories’; and (3) within the biological categories, ‘plants’ were usually more impaired than animals.

Knowledge management in the emerging strategic business process: information, complexity and imagination

This article features a descriptive proposal that examines the different conceptual dimensions of knowledge (basically the epistemological, ontological, systemic and strategic dimensions) that are involved in the emerging strategic process of organizations. Included in this process are aspects of information, complexity and imagination that make up the spirals of knowledge. In this study we aim to shed light on knowledge management in strategy‐making so that the different categories of knowledge may emerge and develop their potential within an organization and interact among each other. The goal is to create sustainable competitive advantages or essential competencies that help a business to succeed. Considering a constructionist approach to knowledge – specifically, the theory of knowledge creation developed by Nonaka and Takeuchi – we conclude that the formation of the strategy is a double‐loop knowledge creating process. Finally, we outline some of the main practical implications of our position.

The Neural Basis for Category-Specific Knowledge: An fMRI Study

Functional neuroimaging studies of healthy adults have associated different categories of knowledge with distinct activation patterns. The basis for these recruitment patterns has been controversial, due in part to the limited range of categories that has been studied. We used fMRI to monitor regional cortical recruitment patterns while subjects were exposed to printed names of Animals, Implements, and Abstract nouns. Both Implements and Abstract nouns were related to recruitment of left posterolateral temporal cortex and left prefrontal cortex, and Abstract nouns additionally recruited posterolateral temporal and prefrontal regions of the right hemisphere. Animals were associated with activation of ventral-medial occipital cortex in the left hemisphere at a level that approaches significance. These findings are not consistent with the “sensory–motor” model proposed to explain the neural representation of word knowledge. We suggest instead a neural model of semantic memory that reflects the processes common to understanding Implements and Abstract nouns and a selective sensitivity, possibly evolving from adaptive pressures, to the overlapping, intercorrelated visual characteristics of Animals.

A conceptual framework for a knowledge management system

This article describes the design and development of a Web-based knowledge management system that is used by the United States Department of Energy and its affiliates. To design this system, we began by developing a theoretical foundation that we call the 'Collaborative Cognition Model'. It extends current descriptions of knowledge creation by identifying different categories of knowledge involved in the process and how those different categories are captured and transferred between individuals at the organizational level. To manage the complexity of system development, we set the goal of designing a system that was adaptable to its environment - a living system. In addressing this goal, we defined initial requirements, built a prototype and surveyed representative users. We used the results of this evaluation to develop the first phase of the system. In this way, we began building and enhancing a dynamically changing system that is based on the needs of its users.