Cultural literacy Examples of Cultural Literacy[edit] For example, British author G. K. Causes Cultural Literacy[edit] Children of a given culture typically become culturally literate there via the process of enculturation. Literacy of a given culture seems to arise over time with consistent exposure to and participation in that culture, especially certain key cultural strongholds, like business, story, arts, education, history, religion, and family. Western culture in general and Anglo-American culture in particular is a bibliocentric culture. Consequences of Cultural Literacy[edit] The benefits and detriments of cultural literacy are debated. Research and Controversy[edit] Discussions of cultural literacy have given rise to several controversial questions:[4] The Literature Question: How important are books to cultural literacy in the west? The varying (and often competing) answers to these questions are being studied by sociologists, educators, philosophers, and professors of literature See also[edit] E.
The Momentum of Knowledge Management The Momentum of Knowledge Management Debra M. Amidon Founder and Chief Strategist, ENTOVATION® International The following paper summarises recent developments in the field of Knowledge Management. There are accompanying timeline images of Wellsprings Hindsight (44K) and Insight (33K), or an updated comprehensive timeline (305K). This article appeared in the May/June 1996 edition of Research-Technology Management, the journal for Industrial Research Institute (IRI). The Momentum of Knowledge Management What began almost 10 years ago - Knowledge Innovation® - has now reached the stage of a critical mass of insight. Although there has been a plethora of articles and books on the topic, the seminal cook-book (if there ever be such a thing) is only 'work-in-process.' Today, there is an emerging 'community of practice' which transcends any function, sector, industry or geography. transformation of the enterprise - profit or not-for-profit - through knowledge management. 1. 2. 3. . 4. 5. 6. 7.
Wired West vol. 5 no. 4 - Competitive Intelligence: What to Do with the Data Roger Hough, Lowell Professional Services Introduction This article is a summary of a presentation given to a joint meeting of the Special Libraries' Association and the Society of Competitive Intelligence Professionals (SCIP) in Calgary on 16th May 2002. Competitive intelligence increasingly requires access to and the processing of large quantities of data. Various analytical techniques are available to help create actionable intelligence. What is Competitive Intelligence? The Society of Competitive Intelligence Professionals (SCIP) defines CI as "a systematic and ethical programme for gathering and analysing information about your competitors' activities and general business trends to further your own company's goals". CI is not market research, benchmarking, the corporate library, nor is it "neat" information, although all these components can contribute to actionable CI. Converting data into intelligence Analytical Techniques Trend Analysis / Maturity Analysis Toolbox Analysis Bibliometrics
Richard Carlile Richard Carlile (8 December 1790 – 10 February 1843) was an important agitator for the establishment of universal suffrage and freedom of the press in the United Kingdom.[1] Early life[edit] He was born in Ashburton, Devon, the son of a shoemaker who abandoned the family in 1794 leaving Richard's mother struggling to support her three children on the income from running a small shop. At the age of six he went for free education to the local Church of England school, then at the age of twelve he left school for a seven-year apprenticeship to a tinsmith in Plymouth. Personal life[edit] In 1813 he married, and shortly afterwards the couple moved to Holborn Hill in London where he found work as a tinsmith. Some time after 1829, Carlile met Eliza Sharples and she became his common law wife. Politics and publishing[edit] "The favorite writing table and fellow prisoner for more than nine years of Richard Carlile during his struggle to obtain the freedom of the press 1816 to 1834." References[edit]
Dealing with the problems The Daily Motivator - www.GreatDay.com Friday, September 13, 2013 The more you learn from your problems, the more effective you become at dealing with them. The more you learn from a problem, the less likely it is to trouble you again. When a difficult problem comes along it can be easy to feel sorry for yourself. What will help is a positive, informed response. At first, go ahead and feel bad about the problem. Problems can get your attention and motivate you, so let them. Choose to be positively motivated, to learn, and to respond with action. — Ralph Marston Copyright ©2013 Ralph S. Copyright ©2013 Ralph S.
Manage Your Data: Data Management: Subject Guides The MIT Libraries supports the MIT community in the management and curation of research data by providing the following services: Data Management Guide This Data Management and Publishing Guide is a practical self-help guide to the management and curation of research data throughout its life cycle. Assistance with Creating Data Management Plans Many funders, such as the National Science Foundation, have requirements for data sharing and data management plans. Workshops Our workshops teach you how to manage data more efficiently for your own use and help you to effectively share your data with others. Individual Consultation and Collaboration with Researchers We are available for individual consultation on data management issues, and can provide expertise in areas such as data organization and preservation, connect you to a network of data management services, and advocate for your needs. Referrals to Related Services Contact Us
Political Register Title page of Political Register, January 19, 1828 (British Library, London) The Political Register was a weekly newspaper founded by William Cobbett in 1802 and ceased publication in 1835, the year of his death. Originally propounding Tory views, and costing a shilling, Cobbett changed his editorial line to embrace radicalism, such as advocating widening the suffrage. The government was alarmed by its radicalism and tried to prevent mass circulation by adding stamp duty on all newspapers putting them out of reach of all but the wealthiest. Cobbett began publishing Parliamentary Debates as a supplement to his Political Register in 1802. The Register ceased publication in 1836, the year after Cobbett's death.[5] References[edit] External links[edit]
Why Socrates hated explicit knowledge, and what to do about it. Socrates, as reported by Plato in The Phaedrus, was not a fan of explicit knowledge. Explicit knowledge, in those days, meant Writing, and Socrates never wrote anything down - he had a scribe (Plato) to do that for him. He mistrusted writing - he felt it made people stupid and lazy by giving them the impression that they were recording (and reading) real knowledge. Here's Socrates "He would be a very simple person...who should leave in writing or receive in writing any art under the idea that the written word would be intelligible or certain; or who deemed that writing was at all better than knowledge and recollection of the same matters..... In the form of a fable, he says this about writing as a means of transmitting knowledge In Summary, Explicit Knowledge, for Socrates, is poor because it cannot be questioned, gives always the same answer, and is the "semblance of truth". Socrates (as befits one of the world's leading philosophers) had a good point.
1. The DIKW Model of Innovation Data simply exists. It gains context to become Information by human interaction, which itself becomes Knowledge by interconversion of different forms of information. Wisdom comes from repetition of the DIK cycle. Data by itself has no meaning. Information arises when humans examine the data. Knowledge is the ability to take an action. Wisdom encompasses the best, most appropriate action. Knowledge and wisdom can only be created by an efficient network of humans. The rate limiting step for most organizations is the creation of knowledge. The faster information flows to individuals, the faster the process of knowledge creation and the easier it is to make appropriate decisions.
Paulo Freire Paulo Reglus Neves Freire, Ph.D (/ˈfrɛəri/, Portuguese: [ˈpawlu ˈfɾeiɾi]; September 19, 1921 – May 2, 1997) was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. He is best known for his influential work, Pedagogy of the Oppressed, which is considered one of the foundational texts of the critical pedagogy movement.[1][2][3] Biography[edit] Freire was born September 19, 1921 to a middle class family in Recife, Brazil. In 1946, Freire was appointed Director of the Department of Education and Culture of the Social Service in the state of Pernambuco. In 1961, he was appointed director of the Department of Cultural Extension of Recife University, and in 1962 he had the first opportunity for significant application of his theories, when 300 sugarcane workers were taught to read and write in just 45 days. In 1964, a military coup put an end to that effort. In 1986, his wife Elza died. Freire died of heart failure on May 2, 1997 in São Paulo. Recognition[edit]
Cutting the "cost of not knowing" It's not always easy to put a value on knowledge, or on knowledge management. However it is easier to put a cost to the lack of knowledge, through asking the question "How much would you have saved, if you had known what you know now, in advance"? The answer to this question represents the "cost of no knowledge" We recently asked this question of a project manager, at the end of his project, once he had identified the problem areas with the benefit of hindsight. Savings of $30 m by avoiding sanction delays "The 8 months hiatus may have cost $30 million, that is just off the top of my head, no science” Savings of $.5m in better involvement of the operations staff “The documentation issue may have cost the project about $0.5 million”. $.5m in commissioning + $2-3m lost revenue “The cost to the project would be an extension of the PM team, say $0.5 million, plus 4/6 weeks lost revenue, equivalent to $0.5 million/week.”.
Community of practice and trust building - ... a beginner at something A few days ago I shared my crude model how we go from words to trust. I strung it along: word, definition, context, grammar, meaning, concept, understanding, salience, insight, trust, reputation. I believe each prior step must be present and perceived by both partners in an interaction before the next step gets good traction. Being in the people business of establishing technical trust - as I am - is an interesting combination of challenges: engineering, salesmanship, diplomacy, organization and administration, combined with awareness for the needs of future users of what we test and certify, and the needs and expectations of society. Seeking a competitive edge in this usually means working without a model, or just making one up and test it, see what sticks and build on that. Trust is a non-negotiable essential in business. To me, competitive edge is all about faster, yet secure trust building, towards more intense knowledge flows and learning from each other.
Education in the Age of Enlightenment The Age of Enlightenment, also called the “Age of Reason” by Thomas Paine, is generally thought to have started in the 17th century. It developed from a number of sources of “new” ideas, such as challenges to the dogma and authority of the Catholic Church by Martin Luther and other religious leaders and by increasing interest in the ideas of science, in scientific methods and in philosophy, which called into question traditional ways of thinking. For example, Martin Luther’s translation of the bible into German encouraged people to read and think for themselves, rather than rely on religious authority, and the printing of the results of scientific experiments and observations allowed people to test and verify or disprove those results for themselves. As knowledge of and interest in science grew, the educational system came to play an increasingly important role in the transmission of those ideas and ideals, which contributed to the Enlightenment. History of education[edit] Notes[edit]