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Activity theory


Activity theory (AT; Russian: Теория деятельности) is an umbrella term for a line of eclectic social sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Lev Vygotsky, Alexei Leont'ev and Sergei Rubinstein. These scholars sought to understand human activities as systemic and socially situated phenomena and to go beyond paradigms of reflexology (the teaching of Vladimir Bekhterev and his followers) and physiology of higher nervous activity (the teaching of Ivan Pavlov and his school), psychoanalysis and behaviorism. It became one of the major psychological approaches in the former USSR, being widely used in both theoretical and applied psychology, and in education, professional training, ergonomics, social psychology and work psychology.

Activity theory is more of a descriptive meta-theory or framework than a predictive theory. It considers an entire work/activity system (including teams, organizations, etc.) beyond just one actor or user. It accounts for environment, history of the person, culture, role of the artifact, motivations, and complexity of real life activity. One of the strengths of AT is that it bridges the gap between the individual subject and the social reality—it studies both through the mediating activity. The unit of analysis in AT is the concept of object-oriented, collective and culturally mediated human activity, or activity system. This system includes the object (or objective), subject, mediating artifacts (signs and tools), rules, community and division of labor. The motive for the activity in AT is created through the tensions and contradictions within the elements of the system. According to ethnographer Bonnie Nardi, a leading theorist in AT, activity theory "focuses on practice, which obviates the need to distinguish 'applied' from 'pure' science—understanding everyday practice in the real world is the very objective of scientific practice. ... The object of activity theory is to understand the unity of consciousness and activity." Sometimes called "Cultural-Historical Activity Theory", this approach is particularly useful for studying a group that exists "largely in virtual form, its communications mediated largely through electronic and printed texts."



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Knowledge


Knowledge is a familiarity, awareness or understanding of someone or something, such as facts, information, descriptions, or skills, which is acquired through experience or education by perceiving, discovering, or learning.

Knowledge can refer to a theoretical or practical understanding of a subject. It can be implicit (as with practical skill or expertise) or explicit (as with the theoretical understanding of a subject); it can be more or less formal or systematic. In philosophy, the study of knowledge is called epistemology; the philosopher Plato famously defined knowledge as "justified true belief", though this definition is now agreed by most analytic philosophers to be problematic because of the Gettier problems. However, several definitions of knowledge and theories to explain it exist.

Knowledge acquisition involves complex cognitive processes: perception, communication, and reasoning; while knowledge is also said to be related to the capacity of acknowledgment in human beings.

The eventual demarcation of philosophy from science was made possible by the notion that philosophy's core was "theory of knowledge," a theory distinct from the sciences because it was their foundation... Without this idea of a "theory of knowledge," it is hard to imagine what "philosophy" could have been in the age of modern science.

The definition of knowledge is a matter of ongoing debate among philosophers in the field of epistemology. The classical definition, described but not ultimately endorsed by Plato, specifies that a statement must meet three in order to be considered knowledge: it must be justified, true, and believed. Some claim that these conditions are not sufficient, as Gettier case examples allegedly demonstrate. There are a number of alternatives proposed, including Robert Nozick's arguments for a requirement that knowledge 'tracks the truth' and Simon Blackburn's additional requirement that we do not want to say that those who meet any of these conditions 'through a defect, flaw, or failure' have knowledge. Richard Kirkham suggests that our definition of knowledge requires that the evidence for the belief necessitates its truth.



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Trivia


This piglix contains articles or sub-piglix about Trivia


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Agnotology


Agnotology (formerly agnatology) is the study of culturally induced ignorance or doubt, particularly the publication of inaccurate or misleading scientific data. Robert N. Proctor, a Stanford University professor specializing in the history of science and technology, and linguist Iain Boal coined the neologism on the basis of the Neoclassical Greek word ἄγνωσις, agnōsis, "not knowing" (cf. Attic Greek ἄγνωτος "unknown"), and -λογία, -logia. More generally, the term also highlights the increasingly common condition where more knowledge of a subject leaves one more uncertain than before. David Dunning of Cornell University is another academic who studies the spread of ignorance. "Dunning warns that the internet is helping propagate ignorance – it is a place where everyone has a chance to be their own expert, he says, which makes them prey for powerful interests wishing to deliberately spread ignorance".

There are many causes of culturally induced ignorance. These include the influence of the media, either through neglect or as a result of deliberate misrepresentation and manipulation. Corporations and governmental agencies can contribute to agnotology through secrecy and suppression of information, document destruction, and myriad forms of inherent or avoidable culturopolitical selectivity, inattention, and forgetfulness.

Proctor cites as a prime example of the deliberate production of ignorance the tobacco industry's advertising campaign to manufacture doubt about the cancer and other health effects of tobacco use. Under the banner of science, the industry produced research about everything except tobacco hazards to exploit public uncertainty.



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Agricultural Information Management Standards


imageAgricultural Information Management Standards (AIMS)

Agricultural Information Management Standards, abbreviated to AIMS is a space for accessing and discussing agricultural information management standards, tools and methodologies connecting information workers worldwide to build a global community of practice. Information management standards, tools and good practices can be found on AIMS:

AIMS is primarily intended for information workers—librarians, information managers, software developers—but is also of interest to those who are simply passionate about knowledge and information sharing. The success of AIMS depends upon its communities reaching a critical mass to show that the investment in interoperability standards has a return.

AIMS holds 9 communities of practice. They are intended to discuss and share information about the different ongoing initiatives under the AIMS umbrella. AIMS supports collaboration through forums and blogs amongst institutions and individuals that wish to share expertise on how to use tools, standards and methodologies. Moreover, news and events are published on AIMS as part of its ‘one-stop” access to interoperability and reusability of information resources. The AIMS communities are aimed at the global agricultural community, including information providers, from research institutes, academic institutions, educational and extension institutions and also the private sector.



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Ambidextrous organization


Organizational ambidexterity refers to an organization’s ability to be efficient in its management of today’s business and also adaptable for coping with tomorrow’s changing demand. Just as being ambidextrous means being able to use both the left and right hand equally, organizational ambidexterity requires the organizations to use both exploration and exploitation techniques to be successful.

Organizational ambidexterity was defined as an organization’s ability to be aligned and efficient in its management of today’s business demands as well as being adaptive to changes in the environment at the same time. This term of organizational ambidexterity was first used by Duncan, however, it was March that had been credited for developing and generating greater interest in this concept, especially in the late 20th and early 21st century. Ambidexterity in an organization is achieved by balancing exploration and exploitation, which allows the organization to be creative and adaptable, while also continuing to rely on more traditional, proven methods of business.Exploration includes things such as search, variation, risk taking, experimentation, flexibility, discovery or innovation, whereas exploitation includes such things as refinement, choice, production, efficiency, selection, implementation, and execution. Companies that focus only on exploration face the risk of wasting resources on ideas that may not prove useful or never be developed. On the other hand, companies that focus only on exploitation may accept status quo performance and products and fail to reach optimal levels of success.



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Autoepistemic logic


The autoepistemic logic is a formal logic for the representation and reasoning of knowledge about knowledge. While propositional logic can only express facts, autoepistemic logic can express knowledge and lack of knowledge about facts.

The stable model semantics, which is used to give a semantics to logic programming with negation as failure, can be seen as a simplified form of autoepistemic logic.

The syntax of autoepistemic logic extends that of propositional logic by a modal operator indicating knowledge: if is a formula, indicates that is known. As a result, indicates that is known and indicates that is not known.



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Bildung


Bildung (German: [ˈbɪldʊŋ], ) refers to the German tradition of self-cultivation (as related to the German for: creation, image, shape), wherein philosophy and education are linked in a manner that refers to a process of both personal and cultural maturation. This maturation is described as a harmonization of the individual’s mind and heart and in a unification of selfhood and identity within the broader society, as evidenced with the literary tradition of Bildungsroman.

In this sense, the process of harmonization of mind, heart, selfhood and identity is achieved through personal transformation, which presents a challenge to the individual’s accepted beliefs. In Hegel’s writings, the challenge of personal growth often involves an agonizing alienation from one’s “natural consciousness” that leads to a reunification and development of the self. Similarly, although social unity requires well-formed institutions, it also requires a diversity of individuals with the freedom (in the positive sense of the term) to develop a wide-variety of talents and abilities and this requires personal agency. However, rather than an end state, both individual and social unification is a process that is driven by unrelenting negations.

In this sense, education involves the shaping of the human being with regard to his/her own humanity as well as his/her innate intellectual skills. So, the term refers a process of becoming that can be related to a process of becoming within Existentialism.

The term Bildung also corresponds to the Humboldtian model of higher education from the work of Prussian philosopher and educational administrator Wilhelm von Humboldt (1767-1835). Thus, in this context, the concept of education becomes a lifelong process of human development, rather than mere training in gaining certain external knowledge or skills. Such training in skills is known by the German words Erziehung, and Ausbildung. Bildung in contrast is seen as a process wherein an individual's spiritual and cultural sensibilities as well as life, personal and social skills are in process of continual expansion and growth. Bildung is seen as a way to become more free due to higher self-reflection. Von Humboldt himself wrote the following about Bildung in his essay "Theory of Human Education [Bildung]"



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Body of knowledge


A body of knowledge (BOK or BoK) is the complete set of concepts, terms and activities that make up a professional domain, as defined by the relevant learned society or professional association. It is a type of knowledge representation by any knowledge organization. Several definitions of BOK have been developed, for example:

A body of knowledge is the accepted ontology for a specific domain. A BOK is more than simply a collection of terms; a professional reading list; a library; a website or a collection of websites; a description of professional functions; or even a collection of information.

The following are examples of bodies of knowledge from professional organisations:



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Book desert


A book desert is a geographic area (country, state, county, city, neighborhood, home) where printed books and other reading material are allegedly hard to obtain, particularly without access to an automobile or other form of transportation. Some researchers have defined book deserts by linking them to poverty and low income, while others use a combination of factors that include census data, income, ethnicity, geography, language, and the number of books in a home.

Initiatives that increase the availability of books by such measures as bookmobiles and librarians on bicycles have been offered as possible solutions to book deserts, as have Little Free Libraries and offering children's literature available online, free of charge.

In the past, researchers have studied how the absence or scarcity of books impact how a child's early literacy and language skills develop. The term "book desert" came into regular use in the mid-2010s and the social enterprise Unite for Literacy is credited as having coined the term. Unite for Literacy created an operational definition of a book desert when they published the U.S. Book Desert Map: A geographic area (country, state, county, census tract) where it is predicted that a majority of homes have less than 100 printed books. In March 2014, James LaRue, director of the American Library Association's Office for Intellectual Freedom and the Freedom to Read Foundation, used the term in an issue of American Libraries, where he described the term as applying to houses with 25 or fewer books in them and discussed ways to lessen or eradicate the problem.

In July 2016, professors Susan B. Neuman and Naomi Moland published a study in Urban Education, where they examined how the lack of printed reading material among low-income and poverty stricken neighborhoods impacts early childhood development and used the term to describe areas and homes with little access to written materials. This study built upon other research Neuman had conducted in 2001 on the same topic and the researchers found few stores in Detroit, Los Angeles, and Washington, D.C.; the focus areas of their research had print resources for children ages 0 through 18. Of those stores, many were dollar stores.The Atlantic reported that in 2015 Neuman and JetBlue Airways held an experiment to foster literacy by providing book vending machines in a low-income Washington D.C. neighborhood. Over 20,000 books were given away, prompting Neuman to conclude that the neighborhood's parents did care about their children's education but lacked "the resources to enable their children to be successful."



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