Knowledge

Question

This piglix contains articles or sub-piglix about Knowledge

Answer 1

Knowledge ark

A Knowledge Ark (also known as a doomsday ark or doomsday vault) is a collection of knowledge preserved in such a way that future generations would have access to said knowledge if current means of access were lost.

Scenarios where availability to information (such as the Internet) would be lost could be described as Existential Risks or Extinction Level Events. A knowledge ark could take the form of a traditional Library or a modern computer database. It could also include images only (such as photographs of important information, or diagrams of critical processes).

A knowledge ark would have to be resistant to the effects of natural or man-made disasters to be viable. Such an ark should include, but would not be limited to, information or material relevant to the survival and prosperity of human civilization.

Current examples include the Svalbard Global Seed Vault, a seedbank which is intended to preserve a wide variety of plant seeds (such as important crops) in case of their extinction.

A Lunar ark has been proposed which would store and transmit valuable information to receiver stations on Earth. The success of this would also depend on the availability of compatible receiver equipment on Earth, and adequate knowledge of that equipment's operation.

Other types of knowledge arks might include genetic material. With the potential for widespread personal DNA sequencing becoming a reality, an individual might agree to store their genetic code in a digital or analog storage format which would enable later retrieval of that code. If a species was sequenced before extinction, its genome would remain available for study even in the case of extinction.

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Answer 2

Knowledge enterprise

Knowledge enterprise, also named as knowledge company or knowledge-intensive company, or enterprise. According to D. Jemielniak, origin, and scope of this term is unclear. How this can be understood depends on how much company depends on knowledge, that in such a configuration, should be a critical asset of organization. There is no agreement on how knowledge-intensive (to what extent) companies should be to be named like so. However, there are some hints to distinguish knowledge companies, since in economies, there are two groups of companies, of which one is labor-intensive, and another knowledge intensive.

According to Jemielniak, knowledge enterprises have emerged due to changes in the global economy, which throughout decades has been giving greater priorities to services. The emergence of knowledge companies is also called as a symptom of the third industrial revolution where boundaries between owners of production resources, and workers. On the example of IBM it can be seen that such a change have influenced the structure of income of companies. In 1924, IBM’s profits were generated by leasing of manufacturing equipment in 96%, while punched cards were responsible for 4% of the profit. In 1970’s, 80% of profit came from equipment divisions, 15% from software division and 5% from services. In 1990’s services contributed to 30% of IBM’s profits, later in 2007 it was already 45% that the company had earned from rendering services, and 20% from software. This example only reflects the overall change, that is manifested by the reversed proportion between tangible and intangible assets of companies. This evolution has forced a shift in the access to these resources from manual to non-manual (knowledge) workers. Also decision making power is handed in top-down, from owners, and top managers to mid-managers and specialists. These developments accompany the emergence and growing importance of knowledge enterprises.

Knowledge enterprises, according to Lowendahl, can be divided into:

and example companies are: management consultancy companies. In another approach knowledge companies are divided into professional service companies, and research and development companies.

Knowledge enterprises, due to their high-tech profile, chiefly have to base on IT technologies, including hardware and software to conduct managerial processes, and to organize working environments for all the staff, from executive to top management. This is why software development is crucial for existence and evolution of such companies. Software applications are developed for many areas within such organizations, since without them it is difficult to control, and coordinate work that is dedicated to innovation, and problem solving.

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Answer 3

Knowledge broker

A knowledge broker is an intermediary (an organization or a person), that aims to develop relationships and networks with, among, and between producers and users of knowledge by providing linkages, knowledge sources, and in some cases knowledge itself, (e.g. technical know-how, market insights, research evidence) to organizations in its .

While the exact role and function of knowledge brokers are conceptualized and operationalized differently in various sectors and settings, a key feature appears to be the facilitation of knowledge exchange or sharing between and among various stakeholders, including researchers, practitioners, and policy makers.

A knowledge broker may operate in multiple markets and technology domains. The concept of knowledge brokers is closely related to the concept of knowledge spillovers.

In the fields of public health, applied health services research, and social sciences, knowledge brokers are often referred to as bridges or intermediaries that link producers of research evidence to users of research evidence as a means of facilitating collaboration to identify issues, solve problems , and promote evidence-informed decision making (EIDM), which is the process of critically appraising and incorporating the best available research evidence, along with evidence from multiple other sources into policy and practice decisions . Using a knowledge broker to facilitate the exchange of knowledge and the adoption of insights is one strategy in the broader field of Knowledge Management.

Knowledge brokers facilitate the transfer and exchange of knowledge from where it is abundant to where it is needed, thereby supporting co-development and improving the innovative capability of organizations in their network. In the field of public health, knowledge brokers facilitate the appropriate use of the best available research evidence in decision making processes, enhancing individual and organizational capacity to participate effectively in evidence-informed decision making. In this setting, knowledge brokers promote research use.

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Answer 4

Knowledge divide

The knowledge divide is the gap in standards of living between those who can find, create, manage, process, and disseminate information or knowledge, and those who are impaired in this process. According to a 2005 UNESCO World Report, the rise in the 21st century of a global information society has resulted in the emergence of knowledge as a valuable resource, increasingly determining who has access to power and profit. The rapid dissemination of information on a potentially global scale as a result of new information media and the globally uneven ability to assimilate knowledge and information has resulted in potentially expanding gaps in knowledge between individuals and nations.

In the 21st century, the emergence of the knowledge society becomes pervasive. The transformations of world's economy and of each society have a fast pace. Together with information and communication technologies (ICT) these new paradigms have the power to reshape the global economy. In order to keep pace with innovations, to come up with new ideas, people need to produce and manage knowledge. This is why knowledge has become essential for all societies.

According to UNESCO and the World Bank, knowledge gaps between nations may occur due to the varying degrees by which individual nations incorporate the following elements:

The information and ICT systems that support knowledge are very important. This is why digitization is viewed closely related to knowledge. Scientists generally agree that there is a digital divide, recently different reports also showed the existence of knowledge divide.

The creation and effective use of knowledge are increasingly related to the development of an ICT infrastructure. Without ICT, it is impossible to have an infrastructure able to process the huge flow of information required in an advanced economy. In particular, without adequate technical support, it is difficult to develop and use e-learning and electronic documents to overcome time and space constraints.

The digital divide is, however, but one important part of the larger knowledge divide. As UNESCO states, "closing the digital divide will not suffice to close the knowledge divide, for access to useful, relevant knowledge is more than simply a matter of infrastructure—it depends on training, cognitive skills and regulatory frameworks geared towards access to contents."

In the book Digital Dead End, Virginia Eubanks criticizes the way that the digital divide is generally thought of as a division between haves and have-nots, where the solution is distribution. This over simplistic depiction obscures the fact that often social and structural inequality is at the root of the divide. According to a study done by Eubanks with women of the YWCA, the women of the community "insisted that have-nots possess many different kinds of crucial information and skills." In other words, it is not simply knowledge of the technology itself that is the issue but the structural system based on perpetuating the status quo in which the haves "hoard" knowledge.

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Answer 5

Knowledge environment

Knowledge environments are social practices, technological and physical arrangements intended to facilitate collaborative knowledge building, decision making, inference or discovery, depending on the epistemological premises and goals.

Knowledge environments departing from constructivist epistemology assume that domain knowledge is built in and results from cognitive and/or social practices. From this point of view the primary purpose of knowledge environments is to host and support activities of knowledge building, the means including cognitive ergonomics, social software, immediate information access exploiting means of multimedia and hypertext, content contribution functionalities and structured ontologies. itself is prototypical example of a knowledge environment in this sense.

From another perspective, the purpose of a knowledge environment can be defined as to facilitate consistent knowledge outcomes. Knowledge outcomes reveal themselves as learning, communication, goals, decisions, etc. Consistent knowledge outcomes imply predictable learning results or replicable communication results and predictable quality of decisions. The design of knowledge environments is both commonplace activity and specialised expert work. At a simplistic level every teacher, every author, every librarian and every database manager is a creator of a knowledge environment. At a specialised level knowledge environments need sophisticated architecture and modeling capabilities. This is necessary when the creator of the knowledge environment wants to deliver replicable results in hundreds of specific instances of the same knowledge environment. On the other hand, the strengthening trend of public authorship leads to open-ended ontologies by means of, say, tagging or folksonomies. In a significant sense, knowledge environments are in such cases created not only by their authors or owners but also by the contributors of their ontologies.

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Answer 6

Knowledge extraction

Knowledge extraction is the creation of knowledge from structured (relational databases, XML) and unstructured (text, documents, images) sources. The resulting knowledge needs to be in a machine-readable and machine-interpretable format and must represent knowledge in a manner that facilitates inferencing. Although it is methodically similar to information extraction (NLP) and ETL (data warehouse), the main criteria is that the extraction result goes beyond the creation of structured information or the transformation into a relational schema. It requires either the reuse of existing formal knowledge (reusing identifiers or ontologies) or the generation of a schema based on the source data.

After the standardization of knowledge representation languages such as RDF and OWL, much research has been conducted in the area, especially regarding transforming relational databases into RDF, identity resolution, knowledge discovery and ontology learning. The general process uses traditional methods from information extraction and extract, transform, and load (ETL), which transform the data from the sources into structured formats.

The following criteria can be used to categorize approaches in this topic (some of them only account for extraction from relational databases):

President Obama called Wednesday on Congress to extend a tax break for students included in last year's economic stimulus package, arguing that the policy provides more generous assistance.

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Answer 7

Knowledge mobilization

The term knowledge mobilization (KMb) refers to moving available knowledge (often from formal research) into active use. More than just "bridging the gap", KMb seeks to make connections between research/expertise and policy/practice in order to improve outcomes in various organizations or sectors. KMb involves knowledge sharing between research producers (e.g. university researchers) and research users (including professionals or others whose work can benefit from research findings), often with the help of third parties or intermediaries. The concept has grown out of increasing recognition that verified empirical knowledge should be the basis for many policies and practices. Social science research deals with the people side of quality of life issues and nation-building that are so crucial to the future of humanity. Human, technological and cultural developments are needed for economic prosperity, environmental sustainability, social harmony and cultural vitality. Yet using research in the social sciences presents particular challenges because the issues are often complex and long-term, and deeply affected by local contexts.

The term KMb gained wider use following the publication of the evaluation report of the Community-University Research Alliance (CURA) program of the Social Sciences and Humanities Research Council of Canada (SSHRC) in 2004. This led SSHRC to create a division of Knowledge Products and Mobilization to enhance and accelerate the movement of research findings into policy and program development. Although many other terms are used to describe this same work, KMb, or knowledge mobilization, is the term most often used by the social science and humanities fields in Canada.

As in many other areas of social science, many different terms and approaches are used to define the knowledge mobilization process in different sectors and disciplines. The health sector often uses the term knowledge translation, whereas the business sector uses knowledge management, and so on. The Research Supporting Practice in Education (RSPE) Team at the University of Toronto – Ontario Institute for Studies in Education has created a synthesized list of the various terms and definitions currently being used.

There is considerable overlap between different terms but the subtle differences can affect our understanding of the topic. For example, the term Knowledge Transfer, implies that knowledge is like an object that can be given from one person to another, whereas terms such as Knowledge Exchange or Knowledge Mobilization imply that knowledge is altered as it passes from person to person. However, regardless of the term, the underlying intent in all cases is to make research matter more in policy and practice for organizational and system improvement. The term 'knowledge' also carries multiple meanings. Some literature describes two types of knowledge; explicit and tacit. Tacit knowledge is gained through personal experience, and is difficult to codify and transfer; where explicit knowledge is often instrumental and can be more easily transported through various mediums. KMb tends to focus on explicit knowledge derived from formal research, while recognizing that tacit knowledge is also very important in practice.

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Answer 8

Knowledge neglect

Knowledge neglect refers to cases when people fail to retrieve and apply previously stored knowledge appropriately into a current situation (Marsh, Umanath, 2014). Perhaps the most famous example of knowledge neglect is the Moses Illusion, discovered in 1981 by Erickson and Mattson. For the illusion, participants are asked to answer the question, “How many pairs of each animal did Moses bring on his ark?” If a participant answers the question by simply saying, “2,” then this is an example of knowledge neglect because the person has failed to apply their previously learned knowledge that Noah was the individual who constructed the arc and herded the animals, not Moses. Another example would be a teacher asking the class, "Who was the main villain in Stephen King's Harry Potter series?" Any fan of the Harry Potter series knows that J. K. Rowling authored the books, however someone might still answer this question without applying their previous knowledge about the correct author, demonstrating knowledge neglect.

A more general example of knowledge neglect can also occur. for instance, when someone is rehearsing lines for a play and then forgets some of the lines while they are performing. The lines were available to the person in their memory but that person failed to access or retrieve them from their memory and use them for the situation, also demonstrating knowledge neglect.

One possible reason that people fall victim to knowledge neglect is because people tend to have a truth bias, meaning that people tend to believe that the information they hear is true. With the truth bias, people are inclined to believe that plausible information is true, regardless of the source of such information or their own prior knowledge. For this reason, individuals may fall victim to knowledge neglect simply because they aren't expecting that what they are being told or reading about will be incorrect.

Knowledge neglect could also be explained by the idea that people's attention is often fragmented, and that their cognitive ability is being used to examine the meaning of what they are reading or hearing about, rather than detecting errors in validity. For example, while reading stories or detecting/answering distorted questions, the participant is doing a lot and may not have the processing resources available to assess whether or not the information is true (Marsh, Umanath 2014). The reader of a story is processing a plot line, keeping track of characters, and more generally, building a mental model of the text (e.g., Bower & Morrow, 1990; Johnson‐ Laird, 1983); catching contradictions with stored knowledge is thus, not the main focus of the reader (Marsh, Umanath 2014).

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Answer 9

Knowledge relevance

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Answer 10

Knowledge space (philosophy)

In philosophy and media studies, a knowledge space is described as an emerging anthropological space in which the knowledge of individuals becomes the primary focus for social structure, values, and beliefs. The concept is put forward and explored by philosopher and media critic Pierre Lévy in his 1997 book Collective Intelligence.

Levy's notion of the "knowledge space" relies on his conception of anthropological spaces, which he defines as "a system of proximity (space) unique to the world of humanity (anthropological), and thus dependent on human technologies, significations, language, culture, conventions, representations, and emotions" (5). Building on the language of the philosophers Gilles Deleuze and Félix Guattari, he states that "anthropological spaces in themselves are neither infrastructures nor superstructures but planes of existence, frequencies, velocities, determined within the social spectrum" (147). Each space contains "worlds of signification" (149) by which humans come to understand and make sense of the world. Furthermore, although one space may dominate, many spaces can and do exist simultaneously.

Levy describes three existing anthropological spaces. They are:

The knowledge space is an emerging anthropological space which, while it has always existed (139), is only now coming into fruition as a guiding space of humanity. In this space, singularities (individuals) are recognized as singularities and knowledge becomes the guiding value for humanity. Since all human experience represents unique knowledge, within the knowledge space all individuals are valued for their unique knowledge regardless of race (earth space), nationality (territorial space), or economic status (commodity space). Within this space static identity gives way to the "quantum identities" as individuals become participates and the distinction between of "us" and "them" disappears (159). Instead, humanity forms "collective intelligences" in which knowledge is valued and freely traded. What is "real" becomes "that which implies the practical activity, intellectual and imaginary, of living subjects" (168). Life, experiences, and knowledge become the underlying and ever changing guiding path for human societies.

Levy's theories rely heavily on the technological developments of the 1990s, particularly the rise of biotechnology, nanotechnology, the Internet, new media and information technologies. In chapter 3, he describes how technologies have made a shift from the molar to the molecular (a move which makes literal a distinction by Delueze and Guattari) in that technologies now handle units as individuals (his term is "singularities") rather than in mass. He suggests that this mirrors our rising recognition of the individuals as singularities rather than massive conglomerated groups.

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