Tables of Knowledge shows that Dutch genre paintings and still lifes enact in visual form a process of recording information similar to that of science, with intriguing results." "Stone investigates such diverse topics as seventeenth-century advances in optics and the attendant explosion of data about the natural world; the proliferation of material goods in prosperous Dutch homes; and the compelling realism of Golden Age paintings."--Jacket.

As knowledge economies become increasingly important around the world, it is essential that organizations are able to transform their knowledge into a competitive advantage. This textbook offers an interdisciplinary approach to knowledge management written specifically for postgraduate students in business and management schools. Knowledge Management presents classic and advanced concepts, models and frameworks using a clear logical structure, which covers building knowledge competence, the knowledge lifecycle, and integration of knowledge management with business decision making. An overall framework illustrates links between chapters and ensures readers can gain a body of actionable knowledge rather than learning isolated, uncontextualized topics. Based on cutting-edge research findings and covering the most advanced IT and IS technologies, this book emphasises the need for knowledge management to span boundaries across organizations, supply chains and partnerships, rather than being limited to individual learning and sharing within businesses. Knowledge Management is international in scope and includes real world case studies and role play scenarios to show how theories are applied in practice, and "think back" and "critique discussion" questions to encourage reflective learning and critical thinking. This indispensable text provides a dynamic picture of the evolution of knowledge management and demonstrates its full potential to enable better business decisions. Accompanying online resources include PowerPoint slides for lecturers and exercise questions for students.

These proceedings represent the work of contributors to the 17th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning (ICICKM 2020), hosted by ACI and the University of Toronto, Canada on 15-16 October 2020. The Conference Chairs are Dr. Anthony Wensley, from the University of Toronto and Dr. Max Evans, from McGill University. The Programme Chair is Dr. Ilja Frissen from McGill University.

Numerous scholars, in particular anthropologists, historians, economists, linguists, and biologists, have, over the last few years, studied forms of knowledge and use of nature, and of the ways nature can be protected and conserved. Some of the most prominent scholars have come together in this volume to reflect on what has been achieved so far, to compare the work carried out in the past, to discuss the problems that have emerged from different research projects, and to map out the way forward.

All of us are exposed to graphic means of communication on a daily basis. Our life seems flooded with lists, tables, charts, diagrams, models, maps, and forms of notation. Although we now take such devices for granted, their role in the codification and transmission of knowledge evolved within historical contexts where they performed particular tasks. The medieval and early modern periods stand as a formative era during which visual structures, both mental and material, increasingly shaped and systematized knowledge. Yet these periods have been sidelined as theorists interested in the epistemic potential of visual strategies have privileged the modern natural sciences. This volume expands the field of research by focusing on the relationship between the arts of memory and modes of graphic mediation through the sixteenth century. Chapters encompass Christian (Greek as well as Latin) production, Jewish (Hebrew) traditions, and the transfer of Arabic learning. The linked essays anthologized here consider the generative power of schemata, cartographic representation, and even the layout of text: more than merely compiling information, visual arrangements formalize abstract concepts, provide grids through which to process data, set in motion analytic operations that give rise to new ideas, and create interpretive frameworks for understanding the world.

Taxonomies are often thought to play a niche role within content-oriented knowledge management projects. They are thought to be 'nice to have' but not essential. In this ground-breaking book, Patrick Lambe shows how they play an integral role in helping organizations coordinate and communicate effectively. Through a series of case studies, he demonstrates the range of ways in which taxonomies can help organizations to leverage and articulate their knowledge. A step-by-step guide in the book to running a taxonomy project is full of practical advice for knowledge managers and business owners alike. - Written in a clear, accessible style, demystifying the jargon surrounding taxonomies - Case studies give real world examples of taxonomies in use - Step-by-step guides take the reader through the key stages in a taxonomy project

The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.

This title was first published in 2001: During the last twenty years government rhetoric in the UK has increasingly advocated that statutory health and social care services should regard and treat recipients as 'consumers' in the same way as companies and organizations in the private sector. This involves a considerable cultural change on the part of both service providers and their clients, and this timely study explores the extent to which such a cultural change is actually taking place in British society. The utilization of welfare services by a sample of people aged 70 and above on discharge from inpatient care and in a short period afterwards is examined as a critical testbed for key components of consumerism, including participation, representation, access, choice, information and redress. The book explores not only the extent to which opportunities are being provided for users to play an active role in their care, but also their degree of willingness to assume such a role. By investigating the experiences of clients from a generation which might be considered relatively resistant to a more active participation in health and social care, the study offers an important insight into the extent to which a real social transformation is indeed taking place in the British welfare services.

Risk science is becoming increasingly important as businesses, policymakers and public sector leaders are tasked with decision-making and investment using varying levels of knowledge and information. Risk Science: An Introduction explores the theory and practice of risk science, providing concepts and tools for understanding and acting under conditions of uncertainty. The chapters in this book cover the fundamental concepts, principles, approaches, methods and models for how to understand, assess, communicate, manage and govern risk. These topics are presented and examined in a way which details how they relate, for example, how to characterize and communicate risk with particular emphasis on reflecting uncertainties; how to distinguish risk perception and professional risk judgments; how to assess risk and guide decision-makers, especially for cases involving large uncertainties and value differences; and how to integrate risk assessment with resilience-based strategies. The text provides a variety of examples and case studies that relate to highly visible and relevant issues facing risk academics, practitioners and non-risk leaders who must make risk-related decisions. This revised and updated second edition features an entirely new chapter on the integrity and quality of risk studies, and dealing with misinformation in the context of risk. Presenting both the foundational and most recent advancements in the subject matter, this work particularly suits students of risk science courses at college and university level. The book also provides broader key reading for students and scholars in other domains, including business, engineering and public health.