scholarly journals Relación teoría-práctica y actividad común como focos para resolver problemas de educación: la significación del conocimiento de la educación no ampara el modelo dual (Versión en inglés)

2020 ◽  
Vol 18 (3) ◽  
pp. 210-257
Author(s):  
José Manuel Touriñán López
Keyword(s):  
Applied Research ◽  
Real Field ◽  
Specific Knowledge ◽  
Pedagogical Intervention ◽  
Types Of Knowledge ◽  
Knowledge Growth ◽  
Valid Knowledge ◽  
Educative Process ◽  
Common Activity ◽  
Pedagogical Function

This work insists on the importance of the study of theory-practice relationship to obtain specialized and specific knowledge of education: pedagogical knowledge. Education is a real field that people may know in different ways, forms, and types. Several types of knowledge and rationality are useful for making knowledge of education: philosophical theories, practical theories, applied research, substantive theories have let them build it. To a higher extent, knowledge of education has already made particular and specific concepts. This study establishes differences between knowledge of education and knowledge of disciplines which are used in educative process. Besides this, it emphasizes and upholds the Educational Knowledge Growth Model. The second half of this work continues to explain the different possibilities that each current of knowledge of education has, for solving the problems which arise in the intervention, regarding to theory-practice relationship. All this has been made by focusing the discussion about the theory- practice connection in three different pedagogical currents (marginal, subaltern, and autonomous). Signification as a principle of methodology is a problem derived from how the theory-practice relationship is understood in each current of knowledge of education to justify valid knowledge. By executing the external common activity, we improve and train the internal activities-capacities: without the activity it is impossible to educate and through the activity it becomes possible for the educatee to be an actor-agent and an increasingly better author-agent of his own projects and acts. We shall see how the pedagogical function generates intervention by means of internal and external common activities. And we can conclude that common activity and theory-practice relationship are focuses to solve education problems from pedagogical intervention, which always implies knowledge and action.

scholarly journals Concept of education: Confluence of definition criteria, temporary formative orientation and common activity as core content of its meaning

2021 ◽  
Vol 10 (1) ◽  
pp. 28-77
Author(s):  
José Manuel Touriñán López
Keyword(s):  
Pedagogical Intervention ◽  
The Real ◽  
Real Definition ◽  
Core Content ◽  
Common Activity ◽  
Definition Of ◽  
Pedagogical Function

In this work, the purpose is to establish the need to go beyond the nominal definition of the concept of education and justify the existence of distinctive traits of the real definition of the term ‘education’ in character and sense inherent in its meaning, which must be taken into account at all times and places, whenever we carry out pedagogical intervention. It is about forming criteria on meaning of ‘education’ and importance of Pedagogy in the construction of  education  fields.  Knowledge  of education makes it possible to build fields    of education over cultural areas, transforming information into knowledge  and  knowledge into education. And this requires executing pedagogical function with competence, establishing an educational relationship in which common activity is the working tool.

scholarly journals Model for implementation of teleworking in software development organizations

2017 ◽  
Vol 15 (43) ◽  
pp. 29-44 ◽  
Author(s):  
Wilfred Villalba Montagut ◽  
Laura Patricia Villamizar Carrillo ◽  
Maritza del Pilar Sánchez Delgado
Keyword(s):  
Software Development ◽  
Information Technologies ◽  
Applied Research ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
Development Organizations ◽  
Physical Presence

This paper provides a consultation tool for implementation of teleworking in software development organizations. This concept was born for using highly experienced human talent with specific knowledge and skills, in activities that contribute to the development of technological projects within organizations dedicated to development of software, without its physical presence being necessary, as is the case of the Center for Applied Research in Development and Information Technologies [CIADTI] of the Universidad de Pamplona (Colombia). A model that results from the investigation is exposed, which was applied and validated, with an acceptance higher than 79%, so its implementation can be considered in other organizations.

scholarly journals Domain-specific Knowledge in Lexicography: How It Helps Lexicographers and Users of Accounting Dictionaries Intended for Communicative Usage Situations

2017 ◽  
Vol 26 (50) ◽  
pp. 51
Author(s):  
Sandro Nielsen
Keyword(s):  
Foreign Language ◽  
Specific Knowledge ◽  
Global Marketplace ◽  
Domain Specific ◽  
Types Of Knowledge ◽  
Knowledge Types ◽  
Domain Specific Knowledge ◽  
Specialized Texts ◽  
State Of Affairs ◽  
Schematic Knowledge

Dictionaries are consulted when translating specialized texts in the global marketplace and when such texts are written in a foreign language. However, studies of translation in e.g. accounting indicate that most dictionaries do not provide the help needed in communicative situations, because they do not take into consideration that domain-specific meanings are culture- and structure-dependent. It is proposed that this state of affairs can be improved by studying the relevant types of knowledge required of lexicographers making accounting and other specialized dictionaries: declarative, procedural and schematic knowledge. These knowledge types are relevant when lexicographers select entry words as well as when they select equivalents and translations. Finally, it is proposed that declarative, procedural and schematic knowledge is needed when writing definitions of terms, and that these types of knowledge should also be reflected in the definitions presented to users or in other ways in dictionaries.

scholarly journals Caminhos para a Formação e Intervenção em Desporto de Natureza

2021 ◽  
Vol 7 (1) ◽  
pp. 4-11
Author(s):  
Luís Carvalhinho ◽  
Paulo Rosa
Keyword(s):  
Risk Management ◽  
Applied Research ◽  
Good Practices ◽  
Types Of Knowledge ◽  
Different Types ◽  
Management Issues ◽  
The Way

The training processes of nature-based sport professionals, the mastery of different types of knowledge, the quality of technical, pedagogical and scientific intervention in different activities, the safeguarding of safety and risk management issues, the good practices associated with sustainability and development are, among others, some of the areas that can (and should) contribute to the development of this area. Considering this purpose and based on a synthesis of applied research, as well as the accumulation of two decades of experience, we present our understanding of what we consider relevant for the way to go, in the context of training and intervention in nature-based sport.

Knowledge Systems in the Agrifood Supply Chains

2020 ◽  
Vol 10 (1) ◽  
pp. 1-12
Author(s):  
Marcello De Rosa ◽  
Chrysanthi Charatsari ◽  
Evagelos D. Lioutas ◽  
Giuseppe La Rocca
Keyword(s):  
Supply Chains ◽  
Knowledge Production ◽  
Systems Approach ◽  
Knowledge Systems ◽  
Specific Knowledge ◽  
Knowledge Spaces ◽  
Types Of Knowledge ◽  
Central Coordination ◽  
The One ◽  
Context Specific

Knowledge production and exchange can enhance the performance of agrifood supply chains (ASCs). However, the mechanisms that facilitate or impede knowledge co-creation within ASCs have not yet been elucidated. In this work, using a systems approach, the authors compare the knowledge systems in two countries with similar characteristics but also major differences in their agrifood sectors: Italy and Greece. In Italy, the analysis indicates a divided but pluralistic system, which facilitates the production and enables the exchange of various types of knowledge. In Greece, the lack of central coordination leads the involved stakeholders to create, test, and share new forms of knowledge. These findings, on the one hand, reveal the ability of interrelated actors to mutually produce context-specific knowledge while, on the other hand, emphasise the importance of creating knowledge spaces within ASCs.

(A331) Simulation of Mobile Hospital Team for Mass Gathering and Mass Casualty in Iraq: Korean Experience

2011 ◽  
Vol 26 (S1) ◽  
pp. s93-s93
Author(s):  
S.J. Wang
Keyword(s):  
Primary Healthcare ◽  
Mass Casualty ◽  
Real Field ◽  
Mass Gathering ◽  
Specific Knowledge ◽  
Quality Healthcare ◽  
Field Simulation ◽  
Computer Aided ◽  
Second Year ◽  
Hospital Team

IntroductionFrom 2007, it is decided officially to provide and support mobile hospital team for Iraqi people to enhance access to quality healthcare not only for primary healthcare but also for religious mass gathering and mass casualty situation. Multiple special vehicles were donated to two provincial governments in Iraq and Iraqui experts were invited to Korea for mobile hospital team training including field simulation.MethodsThe simulation was based on computer aided initially, and table top simulation was done and real field drills were performed twice. This process was performed for 2 years to different teams from different province in Iraq. The arrangement of mobile hospital vehicles differed between the first and second year field simulation for finding more efficient arrangement. All the table top simulation and real field drills were recorded by writing and camcoders, after the simulations the video was analyzed and discussed with experts and participants.ResultsTable top simulation has highest number of right decisions in individual simulation situation. The second field drill has more right decisions than the first field drill. The second year field simulation has less duration of drill, highest number of right decisions, and was more comfortable to trainees.ConclusionsThe necessity of mobile hospital team is increasing especially in some region and situation, however, the effort is not enough to seek the appropriate preparedness and method of operation academically. Specific knowledge and guideline for mobile hospital will be necessary as well as the up-to-date facilities and technologies.

scholarly journals A knowledge taxonomy in the context of organizational routines: an study in a public university

2019 ◽  
Vol 29 (2) ◽  
Author(s):  
Sergio Evangelista Silva ◽  
Luciana Paula Reis ◽  
Alana Deusilan Sester Pereira ◽  
June Marques Fernandes
Keyword(s):  
Knowledge Management ◽  
Management Practices ◽  
Current Knowledge ◽  
Practical Implication ◽  
Public University ◽  
Alternative View ◽  
Organizational Routines ◽  
Specific Knowledge ◽  
Theoretical Contribution ◽  
Types Of Knowledge

Knowledge is one of the most important assets in organizations. While there are several studies about knowledge management, there are few texts dedicated to classifying the existing types of knowledge. As such, the concept of knowledge is overlooked in the literature. Hence, this situation poses a dilemma: how could a thing that is not well understood be adequately managed? Drawing on current knowledge taxonomies and the organizational routines concept, we address this gap by outlining a taxonomy of how knowledge is manifested in the execution and structuration of organizational routines. This taxonomy is generated through the grounding process of examining the organizational routines of an academic department in a public university. As the main result, it was identified four basic types of knowledge: stable-reproducible, problem-solving, incremental-shift, and paradigmatic-shift. As main theoretical contribution, this paper introduces a knowledge taxonomy, which is an alternative view in relation to the current taxonomies. As a practical implication, these four types of knowledge presented point out to the necessity of the development of specific knowledge management practices for each type of knowledge.

THE ABILITY TO INTEGRATE DIFFERENT TYPES OF KNOWLEDGE AND ITS EFFECT ON INNOVATION PERFORMANCE

2012 ◽  
Vol 16 (02) ◽  
pp. 1250014 ◽  
Author(s):  
JONAS RUNDQUIST
Keyword(s):  
Knowledge Integration ◽  
Innovation Performance ◽  
Specific Knowledge ◽  
Domain Specific ◽  
Types Of Knowledge ◽  
Interaction Terms ◽  
Different Types ◽  
Domain Specific Knowledge ◽  
Managerial Implications ◽  
Integrate Domain

The purpose of this study is to examine the effect of a firm's ability to integrate knowledge on their innovation performance, in order to help firm's prioritise their resources, used for knowledge integration, more effectively. Data were collected from a survey mailed to R&D managers in firms with between 100–1,000 employees in a cross-section of industries. Five hypotheses were tested using multiple regression analysis with and without interaction terms. The results indicate that a categorisation of knowledge is useful for understanding knowledge integration. The study also shows that the ability to integrate domain-specific knowledge is significantly related to innovation performance. Furthermore, the results indicate that technology turbulence in the industry has a positive moderating effect on the above relation. Managerial implications suggest how managers can focus their efforts in order to effectively integrate knowledge in product development projects.

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