Transmission Of Knowledge Research Articles

Service-Learning Life Education: Connotations and Models

Traditional life education focuses on the transmission of knowledge, ignores individual life requirements, and fails to arouse the life consciousness and action of the educated. We are trying to introduce the concept of Service-Learning into life education by recruiting college students as seed teachers and contacting a cooperative elementary school to conduct life education classroom service. Through knowledge learning, pedagogical practice and supervisory reflection, college students are encouraged to internalize the knowledge of life education and at the same time become practitioners, disseminators and producers of new knowledge of life education; To build schools with special characteristics of life education in elementary schools, so that educated elementary schools can give birth to exuberant vitality and realize multi-party participation and synergistic growth of life education.

Optimization of the extraction process for Shenshou Taiyi powder based on Box-Behnken experimental design, standard relation, and FAHP-CRITIC methods

BackgroundAncient classic prescription play a crucial role in the preservation and advancement of traditional Chinese medicine (TCM) theories. They represent a significant milestone in the ongoing development and transmission of TCM knowledge and practices and are considered one of the breakthroughs in the development of TCM inheritance. In the process of developing ancient classic prescriptions, many problems may still arise in ensuring quality consistency between traditional methods and modern production processes, among which the extraction process poses major challenges. This paper introduces a practical approach extracting an ancient classic prescription using a modern extraction process. The technique is demonstrated through the study of the extraction process of Shenshou Taiyi powder (STP).MethodsThis study focuses on optimising the STP extraction process to ensure consistency in the quality of the product obtained through ancient and modern processes using the standard relation and fuzzy analytic hierarchical process (FAHP) and criteria importance through intercriteria correlation (CRITIC) method integrated weights combined with the Box-Behnken response surface test. Using the contents of rosmarinic acid, isoimperatorin, puerarin, as well as the extract yield and fingerprint similarity as evaluation indexes of STP, the Box-Behnken response surface method was employed to examine the varying extraction parameters, including water addition ratio, extraction duration, and number of extractions. The weighted coefficients for each parameter were calculated by combining the benchmark correlation and FAHP-CRITIC method, deriving a comprehensive score.ResultsThe optimal extraction process for STP consisted of a two extractions, each using at a tenfold quantity of water, performed for one hour. Process verification across three separate batches yielded a comprehensive score of 94.7, with a relative standard deviation of 0.76%.ConclusionsThe application of the Box-Behnken response surface method combined with standard relation and FAHP-CRITIC approach proved to be stable and feasible for optimising the extraction process of STP.

Physics Education in EU High Schools: Knowledge, Curriculum, and Student Understanding

This study examines the status of physics education in EU high schools, focusing on student understanding, curriculum organization, and knowledge transmission. The research aims to uncover potential gaps or opportunities for improvement in physics education in the European Union by looking at five important characteristics. Enhancing the overall educational experience and preparing students for future academic and professional pursuits requires an understanding of the quality of knowledge imparted to students, the efficacy of the curriculum in reaching educational goals, and the level of student comprehension. By offering insightful information, this study can guide instructional practices and policy in secondary schools across the European Union, potentially leading to significant improvements in physics education. A more thorough investigation of pedagogical strategies and their effects on student learning outcomes may benefit future studies in this field. Furthermore, examining any variations in physics education among the different EU member states may provide insightful comparative analysis.

Agentes educativos para la construcción de paz desde la primera infancia

The Ministry of National Education (MEN) highlights the importance of the training that educational agents receive, since it allows them to perform their functions in the transmission of training knowledge. It invites them to change their attitude towards boys and girls, to discover them and to look for the conditions that promote their abilities and their development throughout their first years of life (MEN, 2009, p. 19). This study is developed with a qualitative approach and a participatory action research (PAR) design, which energized the collection of information from community management considering the theoretical principles that support the categories of the study: childhood, youth and builders. of peace. The lack of knowledge that educational agents have regarding the care and well-being of children in their stage of development was identified, which is essential in the training process to enhance their abilities and skills. The generation of actions for the construction of peace from early childhood must occur jointly with educational agents, caregivers and parents, who, together as a social group, constitute the center of relationships, satisfying physical, emotional and social interests. emotional.

Changes in the users of the social‐ecological system around a reciprocal human‐dolphin relationship

Abstract In contrast to many contemporary negative human‐nature relationships, Indigenous Peoples and Local Communities have stewarded nature through cultural practices that include reciprocal contributions for both humans and nature. A rare example is the century‐old artisanal fishery in which net‐casting fishers and wild dolphins benefit by working together, but little is known about the persistence of the social‐ecological system formed around this cultural practice. Here, we frame the human‐dolphin cooperative fishery in southern Brazil as a social‐ecological system based on secondary data from the scientific and grey literature. To investigate the dynamics of this system, we survey the local and traditional ecological knowledge and examine potential changes in its main component—the artisanal fishers—over time and space. Over 16 years, we conducted four interview campaigns with 188 fishers in fishing sites that are more open (accessible) or closed (restricted) to external influence. We investigated their experience, engagement and economic dependence on dolphin‐assisted fishing, as well as the learning processes and transmission of the traditional knowledge required to cooperate with dolphins. Our qualitative data suggest that fishers using accessible and restricted fishing sites have equivalent fishing experience, but those in more restrictive sites tend to be more economically dependent on dolphins, relying on them for fishing year‐round. The traditional knowledge on how to cooperate with dolphins is mostly acquired via social learning, with a tendency for vertical learning to be frequent among fishers using sites more restrictive for outsiders. Experience, economic dependence and reliance on vertical learning seem to decrease recently, especially in the accessible site. Our quantitative analyses, however, suggest that some of these fluctuations were not significant. Our study outlines the key components of this social‐ecological system and identifies changes in the attributes of a main component, the users. These changes, when coupled with changes in other components such as governance and resource units (fish and dolphins), can have implications for the persistence of this cultural practice and the livelihoods of Local Communities. We suggest that continuous monitoring of this system can help to safeguard the reciprocal contributions of this human‐nature relationship in years to come. Read the free Plain Language Summary for this article on the Journal blog.

Perspectives from the Local Community on Strategies for Community Transformation in Uganda’s Public Universities

Several Universities in Sub-Saharan Africa (SSA) rarely have a clearly defined strategy for transforming communities. This is partly because some are still built on colonial models, which place a strong focus on theory, rote learning, and memorisation, where learners duplicate the content during examinations with little or no impact on the community. As a result, the surrounding communities continue to grapple with high levels of poverty, illiteracy, poor housing, disease, and poor-quality health and hygiene. This study explores the strategies Gulu University is using to transform the post-conflict community of Gulu City, northern Uganda. A cross-sectional research design was used involving 390 households. Self-administered questionnaires were employed to collect data on community perceptions of the operationalisation of the different strategies employed by Gulu University to transform the community. Descriptive statistics was used to determine the most outstanding strategies and their associated variables, while chi-square test was performed to assess the relationship between community perception of the existence of Gulu University and the strategies of community transformation. Findings revealed that, first, Gulu University’s strategy of knowledge application has been perceived by the surrounding community to have worked well by increasing employment opportunities, providing young people with opportunities for meaningful livelihood activities, reducing crime, and fostering enterprise development in the surrounding community. Second, the strategy of partnerships and community projects has paid off by providing scholarships to help community members further their education. However, there is still more to be done in terms of knowledge generation strategy through skill training, knowledge transmission strategy through technology transfer, primary health care, better farming engagements, and innovative business services, as well as partnerships and community projects strategy via enterprise development. Furthermore, findings indicated that there was a significant association between community perceptions of transformation and the existence of Gulu University. The findings highlight potential areas of focus for Gulu University and other Ugandan universities for formulating policies that higher institutions of learning can employ to transform communities. Besides, future research should explore the dimensions of community transformation that influence the role of higher institutions of learning in transforming communities

A stony track towards innovation in remote highland regions: agricultural intensification in the apricot sector of Northern Pakistan

BackgroundTraditional farming practices of remote highland regions are usually well adapted to the local agro-ecological and social conditions. There, introduced agricultural innovation geared towards sustainable intensification as a response to changing environments often faces multiple barriers. These may comprise limited market incentives for enhanced production, narrow pathways of knowledge transmission, and infrastructural hurdles. To quantify effects of innovation and sustainable intensification in enhancing smallholders’ livelihoods in the Karakoram Mountains of Northern Pakistan, the present study was conducted with 86 small-holder farmers. We chose interviewees who are involved in the cultivation, processing and/or trading of apricot (Prunus armeniaca L.), a traditionally important currently eroding fruit crop of the Central Asian highlands. By investigating the status quo of apricot production and producers’ innovative farming practices, we generated an intensification index based on simple agronomic indicators. Explanatory farm and framers’ characteristics, production characteristics, knowledge, and apricot management were tested for their predictive power.ResultsAlthough the data show low average profits of 3.8 US$ tree−1, we found that intensified apricot production can contribute to the provision of nutritious food and increased household income. Age and training of farmers were key factors fostering innovation, while lacking awareness of innovative practices was attributed to slow communication. Rejection of intensification was either due to low-value attribution towards apricot farming or risk aversion. Commonly adopted innovations, particularly sulfur drying, were either well integrated with traditional practices or characterized by low up-front costs and high returns on investment.ConclusionsManagement intensification may increase farmers’ incomes and retard abandonment of apricot farming and the consecutive loss of associated benefits, such as diversified farm output and improved ecosystem services.Graphical

Enhancing Activeness and Educational Competitiveness by Extended Implementation of Discussion-based Lectures

This study aims to explore educational changes through discussion-based classes by highlighting the value and effectiveness of discussions while emphasizing the need to enhance self-directed learning abilities. Discussions are beneficial for forming subjectivity, and expanding and applying them can unlock students’ potential in many areas. Given the longstanding patterns of Korean education, it is necessary to actively consider a methodological shift towards self-directed, creative, and self-enlightening (sustainable) learning through discussion-based classes. Discussion-based learning improves critical thinking, fosters creativity and proactivity through self-directed learning, and ensures learning sustainability. Therefore, this study will analyze the advantages of discussion-based learning both domestically and internationally, explore its application in university teaching systems, and ultimately examine how a teaching method based on self-directed learning and discussion can enhance educational competitiveness. As a research method, this study will adopt discussion-based teaching methods for liberal arts courses, analyze class operations and learning outcomes, and examine how the activeness, creativity, and cooperativeness of discussion classes relate to the enhancement of learning abilities and educational competitiveness. Through this analysis, the study will demonstrate the expansion of discussion classes and show the potential of discussion-based learning in the coming AI era. The transition to discussion-based classes is expected to create a cycle of activeness, creativity, and sustainability through the process of preparation, presentation, and discussion, ensuring learning continuity and driving fundamental changes and innovations in the education system. Considering that the ultimate purpose of education is “not the transmission of knowledge, but to enable learners to teach themselves and develop their abilities to the fullest,” this shift in learning style is significant. It is hoped that, in the era of the Fourth Industrial Revolution, Korean education will establish a turning point for future changes through a methodological transition to self-directed, creative, and self-enlightening (sustainable) learning via discussions, thereby increasing the sustainability of discussion-based classes.

Impact de la gestion planifiée du tableau blanc en classe de FLE sur la compétence de compréhension de l’écrit d’un texte en l2 : cas des apprenants de 4eme AM

Simple, inexpensive and relatively durable, the board seems a natural part of class. Paradoxically, considering it as a teaching technique in its own right (Cuq & Gruca, 2005) may seem surprising, but in reality, it is the most widespread technological medium in the classroom. Therefore, writing on the board is a practice considered an integral part of the teaching profession in order to streamline the transmission of knowledge. Despite the fact that its presence is almost systematic in all classes, its use and management are little studied. Reorganizing, witnessing interactions and materializing the transition from oral to written, the functions of the board are multiple, however, are teachers and learners aware of this? What representations do they have of the painting? Indeed, we attempted through a semi-directive interview, intended for 4th AMlearners, to show whether they consider the whiteboard as a didactic tool and, to identify their representations in relation to the role that this tool would play in their learning in class, more particularly during a session of reading comprehension of an argumentative text. Furthermore, the preliminary results showed on the one hand the preponderant role played by the blackboard in the FFL class and on the other hand, that its management and organization are two factors which allowed optimal performance and a considerable contribution current teaching/learning techniques.

The flow of information in the creation of a microlearningon circular economy

Introduction: The area of education is important for a Circular Economy, as the transition to circular models requires individuals and organizations that learn to innovate and put into practice what they have learned in the real world. This area, from elementary school to graduate school, plays a vital role in ensuring that students of all ages are equipped with the key skills and knowledge to execute circular thinking in their careers. Objective: Map the information flow stages present in the MOOC production process on Circular Economy. Methodology: This research is characterized as exploratory in terms of its objectives and analyzes the flow of information in the process of creating an informational product with regard to procedures. Results: This research showed that an activity of an interdisciplinary nature, such as Information Management - which evolves over time, mainly due to technological innovations - contributed to mapping the stages of needs, obtaining, treatment, distribution, use, storage and disposal of information from the information flow within the process of developing an information product – in this case, the IEC MOOC. Conclusion: Associated with the concepts of information architecture, information design and information ergonomics, GI helped in the structuring, organization and presentation of educational information, optimizing the transmission of knowledge and user experience.

Revisiting Propensity to Serve and Motivations to Enlist: Insights and Implications for Contemporary Military Recruitment Challenges and Research

As recruitment challenges persist, understanding enlistment motivations remains pivotal in ensuring military readiness and guiding evolving recruitment strategies. This article examines the enduring relevance of the 2006 study “ Propensity to Serve and Motivation to Enlist Among American Combat Soldiers” by Woodruff, Kelty, and Segal and underscores its significance amid contemporary military recruitment challenges. The original article was selected to be profiled as part of the 50th anniversary issue. Building on work by some of the most important names in military sociology, our research underscores the critical importance of understanding the complex interplay of factors influencing enlistment decisions and the effects of declining propensity to serve for all-volunteer militaries. By recognizing the multifaceted nature of enlistment motivations, we emphasize the importance of tailored approaches to attract diverse cohorts of recruits. Our study not only contributes to military sociology and recruiting actions but has also informed policy discussions, stimulated interdisciplinary research, and facilitated the transmission of scholarly knowledge and mentorship to future generations of scholars and leaders.

Digital Media Impact on Sufi Practices: Analyzing Ijāza Wirid Dhikr

This article discusses the impact of digital media on Sufi practices, specifically in the context of conducting ijāza (authorization) for wird dhikr rituals through digital platforms. Traditionally, Sufi practices such as the ijāza involve direct teaching from teacher to student. However, with the rapid development of digital media, the ijāza process has undergone significant changes. This study adopts an eclectic approach, which combines digital ethnography to study online participant engagement and a comprehensive literature review to track and measure the transformation of ijāza through digital media. Data were gathered from various sources, including books, scholarly journals, and relevant digital content related to the research topic. The findings show that the evolution of digital media has transformed the implementation of ijāza for wird dhikr from direct (traditional) to indirect transmission through online media, and it is considered valid. Yet, ijāza is not merely dealing with the process of authorization but also the transmission of blessings and spiritual knowledge from the teacher to the student, which needs close engagement and relationships that can only be achieved with direct interaction.Contribution: This article provides an understanding of the impact and validity of ijāza conducted through digital media compared to traditional methods yet considered valid.

Trends in the Transmission of Religious Knowledge on Social Media: A Study of Gus Iqdam's Official YouTube Channel

This study examines Gus Iqdam Official's YouTube channel as a representation of a new trend in the process of transmitting religious knowledge. This article aims to examine this phenomenon from the perspective of religious mediatization, the factors behind its emergence, and the impact given by the process of transmitting religious knowledge in new media. The findings illustrate that Gus Iqdam Official represents a form of transformation of the role of the media in taking the role of the process of availability of religious knowledge in digital era. This is due to the increased strengthening of the media's role in the lives of people, which forms a new habitus of accessing religious knowledge. Additionally, the presence of “Gus Iqdam Official” shows that traditional religious authorities can civilize with new media and assert Gus Iqdam’s religious authority.

Language is primarily a tool for communication rather than thought.

Language is a defining characteristic of our species, but the function, or functions, that it serves has been debated for centuries. Here we bring recent evidence from neuroscience and allied disciplines to argue that in modern humans, language is a tool for communication, contrary to a prominent view that we use language for thinking. We begin by introducing the brain network that supports linguistic ability in humans. We then review evidence for a double dissociation between language and thought, and discuss several properties of language that suggest that it is optimized for communication. We conclude that although the emergence of language has unquestionably transformed human culture, language does not appear to be a prerequisite for complex thought, including symbolic thought. Instead, language is a powerful tool for the transmission of cultural knowledge; it plausibly co-evolved with our thinking and reasoning capacities, and only reflects, rather than gives rise to, the signature sophistication of human cognition.

Exploration of Integrating Marxist Practice Concept into Graduation Theses of Business English Majors

Integrating ideological and political education into the guidance of graduation thesis is not only an inevitable need for universities to cultivate moral character, but also an inherent need to solve the problems in graduation thesis. Through research, the author has found that there are many problems in the graduation thesis of Business English major, such as topic selection, attitude, insufficient critical thinking ability and academic misconduct. Research the training objectives of the new national standard for Business English majors and the requirements for graduation theses, and confirm that Marxist practical views must be integrated into the graduation theses of Business English majors. And corresponding measures are proposed, including reforms to the course of "Thesis Writing", hiring relevant industry and enterprise experts for guidance, participating in the review and defense, and integrating value shaping, knowledge transmission, and ability cultivation into the graduation thesis writing. Through the inspection of graduation thesis work, it is found that significant results have been achieved, such as enhancing academic integrity and cultural confidence, enhancing innovation awareness, and selecting practical topics.

The South American Center of the Institution of Locomotive Engineers: Circulation of British Engineers in South America, 1920–1949

British migration to Argentina was a phenomenon that occurred at the end of the nineteenth century, reaching its peak between 1850 and 1880. The circulation of British professionals, however, took place during the first half of the twentieth century as part of the migratory phenomenon framed in the context of a second phase of imperialism, the large number of British engineers, and the demand of South-American countries to develop their railways. This migratory process of professionals implied the transmission of knowledge and technology transfer, as well as a response from local engineering communities. The Institution of Locomotive Engineers and its center in Argentina are a clear example of the evolution of the forms of association characteristic of the nineteenth century, but also of the structuring, organisation, and expansion of the circulation of British engineers.

Hunter-Gatherer Children at School: A View From the Global South

Universal formal education is a major global development goal. Yet hunter-gatherer communities have extremely low participation rates in formal schooling, even in comparison with other marginalized groups. Here, we review the existing literature to identify common challenges faced by hunter-gatherer children in formal education systems in the Global South. We find that hunter-gatherer children are often granted extensive personal autonomy, which is at odds with the hierarchical culture of school. Hunter-gatherer children face economic, infrastructural, social, cultural, and structural barriers that negatively affect their school participation. While schools have been identified as a risk to the transmission of hunter-gatherer values, languages, and traditional knowledge, they are also viewed by hunter-gatherer communities as a source of economic and cultural empowerment. These observations highlight the need for hunter-gatherer communities to decide for themselves the purpose school serves, and whether children should be compelled to attend.

Understanding of Connectivity and Interlinkages between Human Activities and Climate Change: Community Perspectives from Kenya

Purpose: This study was conducted in Nakuru County, Kenya and aimed at assessing the community knowledge of the complex interrelationship between individual and collective activities and climate change in Kenya. Specifically, we assessed the knowledge and perception of climate change, grassroot information flow on Greenhouse Gas (GHGs) and climate change, and local practices/activities taken towards mitigation/adaptation to climate change. Methodology: The study involved both qualitative and quantitative research methods. Data was collected using literature reviews, questionnaires, focus group discussions, and key informant interviews. Descriptive analysis was used to summarize data that were then presented as frequencies and percentages. Index construction was undertaken by summing up the scores for all statements relating to knowledge and perceptions to obtain a single group of variables. Chi-square tests were used to test relationship between variables. Findings: Eighty (80%) of the respondents indicated that climate change is real, 69% of which attributed it to human activities, majorly (52%), clearance of vegetation. Most of the respondents (63%) had no idea about any climate change policy in the county while barely half (48%) could identify at least 1 greenhouse gas. This points to a gap in knowledge transmission from the national/County to the community and perhaps lack of sufficient community involvement in policy making. It was further established that there was a disconnect in information flow from scientific sources to communities that most respondents (63%) obtained climate information from community groups while only 2% relied on scientific sources, which would provide accurate information. this implies that the respondents may not be employing climate change mitigation strategies in their everyday interventions. Gender and education had significant influence on awareness and attitude towards climate change. Unique Contribution to Theory, Policy and Practice: These results suggest the need to shape community’s attitudes/perceptions about climate change by sharing accurate information through flexible channels and community involvement in formulation and implementation of climate change policies.

Mentoring magic: career calling as a catalyst for tacit knowledge transfer in executive development centers (EDCs)

PurposeThe goal of this study was to understand the relationships between mentoring roles, career calling, and the transmission of tacit knowledge in the setting of executive development centers. The purpose of this research was to determine if there is a link between mentoring roles and the transmission of tacit knowledge and, if so, to what extent mentoring structure and culture moderate this link.Design/methodology/approachThe study used a quantitative strategy based on partial least squares structural equation modeling (PLS-SEM) to examine information gathered from 287 workers at four executive development centers. Mentoring roles, vocational calling, and the transmission of tacit knowledge were quantified using scales derived from existing research.FindingsResults showed a beneficial association between mentoring roles and vocational interest. Tacit knowledge was more likely to be shared when it was directly related to one’s chosen profession. A person’s vocation mediated the connection between mentoring roles and the transmission of tacit knowledge. Furthermore, the form of mentoring moderated the relationship of mentoring roles and the transfer of tacit knowledge.Originality/valueThis study is novel because it investigates the interplay between mentoring roles, vocational vocation, and the transmission of tacit knowledge in a non-traditional business setting. This research emphasizes the mediating impact of vocation and the moderating effect of mentorship structure in influencing knowledge-sharing practices in Pakistan’s public sector.

Bessarion on the Value of Oral Teaching and the Rule of Secrecy

Cardinal Bessarion (1408–1472), in the second chapter of the first book of his influential work In calumniatorem Platonis, attempted to reply to Georgios Trapezuntios’ (1396–1474) criticism against Plato in the Comparatio Philosophorum Platonis et Aristotelis. Bessarion investigates why the Athenian philosopher maintained, in several dialogues, that the sacred truths should not be communicated to the general public and argued in favor of the value of oral transmission of knowledge, largely based on his theory about the cognitive processes. Recently, Fr. Bessarion Kouotsis has argued that Cardinal Bessarion’s reasoning draws primarily on the “Disciplina Arcani”, i.e., the rule of secrecy, which was an established practice of the Early Christian Church, aimed at protecting and preserving the core elements of the religion from outsiders. While I find Kouotsis’ approach interesting and thought-provoking—for instance, the idea that Bessarion’s argumentation was likely influenced by Eastern Christian views on the rule of secrecy—I intend, first of all, to discuss why Bessarion did not explicitly mention it. Moreover, I would like to argue that Bessarion’s good knowledge of the long Platonic tradition and Eastern mysticism, encompassing both pagan and Christian elements, should also be considered a significant source. Furthermore, I would like to question Kouotsis’ implicit argument that Bessarion’s views were dominated by his training in Orthodox theology and discuss the possibility that Pletho’s (1355–1454) teaching was the obvious influence for Bessarion’s defense of secrecy. After all, we should bear in mind that Anastos has already pointed out Pletho’s reverence for the rule of secrecy. Finally, I would like to support that Bessarion, in the specific text, focused predominantly on the epistemological and cognitive aspects of oral teaching, resorting to the rule of secrecy only to enhance his views.