Knowledge tacit

The section on tests for eations is used to illustrate the QATP. Students need to have tacit knowledge of the phenomena involved in qualitative analysis, reagents and apparatus, and to eonstruet explanations of the phenomena at the sub-microscopic level and to write equations to deseribe them. To help students understand precipitate formation, they are instraeted to compare the behaviom of two solutions, sodium chloride and iron(lll) ehloride when aqueous sodium hydroxide is added to the solutions (Fig. 6.1). The students will observe that there is no visible reaction with the sodium chloride solution, but a brown precipitate will be formed in the... 

See Kathryn Olesko, "Tacit Knowledge and School Formation Exact Experimental Physics at Gottingen," in Osiris, 2d ser. Vol. VIII, Research Schools (to appear in 1993), ed. Gerald Geison and F. L. Holmes. 

Another element of identity is constructed by the practice of ritual and tacit knowledge. Historians and sociologists of science who have emphasized the roots of science in craft practices have long noted the tradition of apprenticeship at the heart of the scientific enterprise. This apprenticeship is practiced in the laboratory, where the construction and use of instruments must be learned ... 

Finally, progress in the field of bio-hydrogen R D will significantly depend on how well close interaction and feedback between these different fields of R D can be achieved in order to obtain intensive knowledge transfer, make tacit knowledge available, and to exploit synergies. 

The KM group also has created an application called the People Knowledge Map (PKM). The PKM allows Infoscions to go public on their specific expertise so that colleagues may consult them. Thereby, this application allows Infoscions to tap the tacit knowledge possessed by colleagues. Also, it caters to those Infoscions who prefer to listen and learn. 

Much of a practitioner s knowledge results from what Schon cedis knowing in action . It is comparable to the kind of tacit knowledge that we have of how to ride a bicycle or cross a road. It may of course become necessary to to make our... 

Figure 2.3 Spectrum of models goes from tacit knowledge (unarticulated wisdom) to fuU equations of motion. In between, qualitative and quantitative models of various degrees exist and should be mastered by competent entrepreneurial engineers. [Adapted with permission from Goldberg (2002).]...

In craft there is what Polanyi (1962) calls a tacit knowledge we know more than we can express. And so perhaps it is in the processes of engineering synthesis and analysis or in the lines of enquiry, theoretical or experimental, that aesthetic considerations have their place. Who can forget the simplicity and directness of some of G. I. Taylor s experiments Astarita suggested that... 

In a business context there are two working definitions of knowledge knowledge as a body of information and knowledge as know-how . These are often referred to as explicit knowledge and tacit knowledge. 

The generation of these two types of knowledge in an individual is described in the Learning Cycle devised by Kolb in 1974 and illustrated in Figure Cll. As can be seen tacit knowledge is attained by acquaintance with a topic and involves divergent think-... 

Tacit knowledge of the individual needs to become the explicit knowledge of all. 

As stated, this is essentially explicit knowledge, but what about tacit knowledge, how should this be handled How can the tacit knowledge of one individual become the explicit knowledge of others ... 

In their seminal work Nonaka and Takeuchi make the point that explicit and tacit knowledge are not separate entities, they work in tandem and are changed from one to the other by the social interactions occurring during our creative activities [C-35]. 

Pylyshyn, Z. W. (1981). The imagery debate. Analogue media versus tacit knowledge. Psychological Review, 88, 16-45. 

Rankine rejected the view of engineering that Macaulay used in this analogy. For Rankine, the engineering science that he pursued came from, and considered, all that was practical and so could return its theory to the practical without fear of omission or of the need for an addition of what we would call tacit knowledge. 

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