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Search Results: 1 - 10 of 12196 matches for " Flat World Knowledge "
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Examining the Reuse of Open Textbooks
John Hilton III,David A. Wiley,Neil Lutz
International Review of Research in Open and Distance Learning , 2012,
Abstract: An important element of open educational resources (OER) is the permission to use the materials in new ways, including revising and remixing them. Prior research has shown that the revision and remix rates for OER are relatively low. In this study we examined the extent to which the openly licensed Flat World Knowledge textbooks were being revised and remixed. We found that the levels of revision and remix were similar to those of other OER collections. We discuss the possible significance and implication of these findings.
Tabula Rasa , 2006,
Abstract: the problem of ?foundations? is a crucial one for any field, particularly perhaps one with as varied a possible repertoire of elementary sources as the study of world politics. in this paper, i want to draw attention to some different ways of thinking about how and where knowledge is produced; how knowledge circulates can be used to inform understanding about geographies of knowledge of world politics. such geographies, however, are not ends in themselves. the point is to understand the ontological bases of knowing from perspectives that do not privilege a singular history of knowledge associated with a specific world region or of conceptions of knowledge that implicitly or explicitly presume their self-evident universality.
Zunino,Gabriela M.; Abusamra,Valeria; Raiter,Alejandro;
Forma y Función , 2012,
Abstract: the aim of this article is to study the role of world knowledge and linguistic -semantic- knowledge during the comprehension process of casual and contracasual relations. our initial hypothesis: causal relations are easier to process than contracasual relations. our specific objective: to verify this hypothesis in four conditions. firstly, it was evaluated how people comprehend a casual or contracasual relation between two events that belong either to an "everyday" knowledge domain either to a scientific domain, over which the subjects do not have previous knowledge. secondly, it was verified which role connectives with specific semantic content -causal and contracausal- take in those two texts types.
?CóMO SE PUEDE LLEGAR TARDE AL CONOCIMIENTO DE LAS COSAS?: Sobre lógos y ousía en el Cratilo de Platón
Escobar Moncada,Jairo Iván;
Estudios de Filosofía , 2006,
Abstract: i plan to discuss the theory of language that plato expounds in this dialogue. his point of view tries to evade both the dangers of the naturalist posture of cratylus and those involved in hermogenes? conventionalist position, even though i believe that plato?s position is closer to that of hermogenes: language as a social praxis (387c ss.) the horizon which guides his question is the epistemic relation between logos and thing (on, pragma), that is, it enables one to know the language of things and the world. the etymological parts of the dialogue show that making a start from the atomic word is a mistake; a detached word of a phrase does not create any connection between the language and the world. we can only know the essence of something or show its essence by means of an entwining of words, since a sentence is the least unity with meaning in language, in which we entwine words, that is, a noun and a verb. therefore, for my reading, the passage 432d11-433a1 is important, in which is shown the indispensable character of logos to show what a thing is. another question is if the essence can be plainly shown by means of language.
Influência do gênero em mapas cognitivos do mundo de universitários brasileiros
Gomes, Munich V. S.;Pinheiro, José Q.;
Estudos de Psicologia (Natal) , 1998, DOI: 10.1590/S1413-294X1998000100010
Abstract: we analyzed cognitive maps of the world of 82 students of three university courses, to verify possible differences between men and women in regard to knowledge of countries and preference. the mental representations of the world were externalized by means of sketch maps drawn by the students or printed maps with the contour of continents filled by the students with names and location of the countries. just a few countries were well known by the students, particularly in north and south america (average of 28.8 countries, out of a possible total of 192). among the 25 countries with the highest means, 24 had higher means for the men, in some cases with statistically significant differences. in relation to the spatial location of the countries on the map, out of the 92 countries known in common, 76 (83%) were better positioned by men. among the 40 countries most mentioned in regard to preference, 22 were equivalent in preference for both groups, 14 were seen more positively by men and only 4 by the women, even though none of these differences reached statistical significance.
Cui Bono in the Knowledge Structure of Multilateral Trade Negotiations.
Julieta Zelicovich-Mottironi
Latin American Journal of International Affairs , 2012,
Abstract: The article analyzes the impact of the construction of knowledge in the relations of power in the negotiations of the World Trade Organization (WTO). Taking as its starting point the concepts of structure of knowledge, power, structural and relational power, Susan Strange, we look into who has power in the structure of knowledge reflected in the WTO, what resources are supported and who benefits (Cui Bono). This will address four key issues that have crossed the negotiations: the language or jargon, the dynamics of assembly, technical assistance and facilitators of the negotiations. The perspective of developing countries will be especially considered during the study.
The Importance of Learning to Differentiate between ‘Hard’ and ‘Soft’ Knowledge
Matthew Hall,Stewart R. Clegg,John Sillince
Communications of the IBIMA , 2008,
Abstract: For knowledge to be managed it has to be severed from those who produced it; it must be stable, replicable, and translatable across contexts, space and time. What this entails is that at some point in its development it has to be divided from its auspices as a specific knowledge of specific people. In science the norms of replication and experimentation enable this division. In the commercial world, where what is required is a commercial product that can be marketed as distinct, different norms operate. In this paper we explore what we take to be a significant way of making such division, which entails the strategy of differentiating that which is ‘soft’ from that which is ‘hard’. Such categories are not self evident and are always socially constructed. In this paper we look at the process through which the division is made up.
Use of Games in Education: GeoGuessr in Geography Course
Mustafa Girgin
International Technology and Education Journal , 2017, DOI: -
Abstract: Almost all of the studies which are about the learning effects of the games emphasize as if, they have all agreed on all hands that the games contribute to the child’s spiritual and educational development. No matter at which age group it is, to claim that game derived gains couldn’t be gained by no other way, wouldn’t be exaggeration indeed. The ones who spend their time playing games are known to be ahead from the ones who don’t in a lot of areas like 3D thinking, reasoning and having responsibilities aside from having fun. When units and gains observed in geography courses, it is seen that there is no reference to gaming. In fact, gaming affects all students’ learning performance of all ages positively. The geography game “Geography Prediction” spread on the internet with the slogan “Discover the World” named GeoGuessr, takes its players to many places from Australia’s play the game in which one has to figure out a location based on five randomly given pictures by using various geographical indicators, players put a mark on the World map and gain point according to the proximity of their mark to the location. It is looked for an answer to the question of “Which geographical indicators used by the students in this GeoGuessr exercise?”. It was asked to play this game from a group of 140 first grade Mugla S?tk? Kocman University, Faculty of Education students. They all have encountered the game for the first time and have never played before, they are asked 6 questions like how many times they have played the game, the reason they got low points, the highest point they got, which indicators they have used and the place of the game in teaching geography. All of the participants shared the highest point they got on their own blog and made evaluations about the game.
Cristian ?ncal??r?u,Gabriel-Andrei Donici
CES Working Papers , 2010,
Abstract: Globalization became more and more prominent during the last decades. There is no way to argue that globalization led to more interconnected economies, facilitating the communication and the collaboration around the world. But where is this going? Doesglobalization mean uniformity or diversity? As the world begins to resemble more, the people are trying to distinguish between them more, which can exacerbate nationalistic feeling. Friedman argues that globalization made the world smaller and flatter, allowing all countries to take chance of the available opportunities equally. But is this really true? Although politic and cultural factors can stand in front of a really flat world, what is the key for Chinese and Indian success and which are theirs perspectives?
A Study on the Knowledge Diffusion of Communities of Practice Based on the Weighted Small-world Network
Zhihong Li,Zhu Tao,Wendi Lai
Journal of Computers , 2010, DOI: 10.4304/jcp.5.7.1046-1053
Abstract: Communities of practices (Cops) can improve organizational performance by effectively promoting knowledge diffusion, and recently they were receiving increasing attention from organizations in abroad. The aim of our study was to further explore how to cultivate and support Communities of practice. According to some literatures, we first studied what is the most important influencing factor of knowledge diffusion in the communities of practice. On the basis of the weighted small-world network, we made a study on the knowledge diffusion network of communities of practice, and proposed to use characteristic relationship length and clustering coefficient of community members to token knowledge diffusion frequency and centralization respectively, and elaborated the relationship between them and knowledge diffusion of community. We found that, a relatively small characteristic relationship length and a relatively big clustering coefficient can make knowledge diffusion frequency and centralization maintain in a moderately big level in the communities of practice, which can promote effectively knowledge diffusion and then increase overall knowledge level of community, and provided some useful theoretical guidance for organizations to cultivate and support communities of practice.
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