Knowledge creation Sample Clauses

Knowledge creation. The terms “data”, “information”, “knowledge” and “understanding” can be placed in a hierarchical framework to describe the process of health statistics and PHR activities which starts “with basic data, facts, and other observations, moves through the compilation of data within a context; continues with the analysis of observations for possible associations; and concludes with the development and testing of hypotheses, ultimately resulting in theories and laws about how things work.” (Xxxxxxxx/Xxxxxxx XX/Xxxxxxxxx/Xxxxxxx 2005: 246). “Data” can be defined as numerical and nonnumerical elemental facts representing objects, events and properties. Following Xxxxxxx (1996, 28-29), “[i]nformation is contained in descriptions, in answers to questions that begin with such words as who, what, where, when, and how many. Information is usable in deciding what to do, not how to do it. ... Answers to how-to questions constitute knowledge. ... Knowledge is contained in instructions. Knowledge consists of know-how, for example, knowing how a system works or how to make it work in a desired way. It makes maintenance and control of objects, systems, and events possible. ... Understanding is contained in explanations, answers to why questions.” (cit. by Xxxxxxxx/Xxxxxxx XX/Xxxxxxxxx/Xxxxxxx 2005: 244 ff.) While “knowledge creation” is sometimes viewed “as a process of transforming tacit knowledge [...] into explicit knowledge [...]”, Xxxxxxxx/Xxxxxxx XX/Xxxxxxxxx/Xxxxxxx (2005: 246 ff.) define knowledge creation as “the process by which knowledge is developed, disseminated, and used”. For them, knowledge development and research are synonymous, while knowledge creation includes also the dissemination and use of knowledge. Health statistics and PHR activities can support to the creation of knowledge and help to develop understanding by comparisons, analysing possible associations and causal relationships. They can be used to test the validity of a hypothesis and are also related to knowledge development (= research) (ibid: 251). They can also support understanding of potential solutions to health problems, especially if points in time, regions, populations are compared (ibid: 243). The critical question for health statistics and PHR activities is how to contribute to “knowledge creation”. In a first step, the challenges of the transfer of knowledge and knowledge management can be described by looking at the blueprint of an information system. An information system can be des...
Sample 1
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Knowledge creation. The delivery of indicators and maps can be complemented by further information and documents giving guidance and supporting the creation of knowledge (s. Figure 16). E.g., the Eurostat regional yearbook describes relevant economic issues and developments and links the description and analysis with EU Structural Funds policies. This offers the opportunity to use the yearbook as a resource for the description of the general developments and the explanation of the indicators, while the application offers the opportunity to examine the status of one or more regions in relation to the general developments described in the yearbook. It is also possible to link the methodological notes and definitions of the Eurostat regional yearbook as well as metadata offered by Eurostat with the indicators delivered by the application. Further, it is possible to place texts or links to other documents, e.g. European health reports, studies or concepts for PHR activities. By this, the development of knowledge and understanding is supported. As far as health indicators are concerned, it is also possible to integrate links to available health information sources, e.g. EUPHIX. Figure 16: Links to further information Besides information and guidance concerning the interpretation of indicators it is also possible to provide information or links to further information about regional entities and EU SF policies in documents being linked with the geographic entities. In theory, it is possible to deliver general information about a region, about projects in a region or relevant contacts, e.g. concerning EU SF policies. (Possible) Links for more information about national or regional conditions are: • EU Health Portal (Statistics, Reports, Programmes) xxxx://xx.xxxxxx.xx/health-eu/ • DG SANCO (Health Programme, Projects) xxxx://xx.xxxxxx.xx/dgs/health_consumer/index_de.htm • DG REGIO (EU Structural Funds, Projects) xxxx://xx.xxxxxx.xx/regional_policy/index_en.htm • European Observatory (Health Systems, Health Policies) xxxx://xxx.xxxx.xxx.xxx/observatory • EUPHIX (Health Information and Knowledge System) xxxx://xxx.xxxxxx.xxx • PH reports (national, regional, local); xxx.xxx-xxx.xxx.xx • Portrait of the Regions (Geography, History, Population, Employment, Economy, Environment, Education, Health, Culture) xxxx://xxxxx.xxxxxx.xx/irc/dsis/regportraits/info/data/en/index.htm • ESPON (territorial development) xxxx://xxx.xxxxx.xx/ • Inspire (spatial information Infrastructure) xxxx://xxx.xx- ...
Sample 1
Knowledge creation. The first stage of most knowledge management processes involves knowledge creation. Various terms are used to describe this phase (see Figure 6), such as generation (Xxxxxxxxx & Xxxxxx, 2000), acquisition (Xxxxx, 1990), capture (Xxxxxxxxxx & Xxxxxxxx, 2016) and accumulation (Xxx et al.
Sample 1

Related to Knowledge creation

  • Knowledge Management Collecting and processing data from multiple sources and generating information to support business requirements (e.g., information retrieval, information mapping/taxonomy, information sharing, categorization, knowledge engineering, knowledge capture/distribution/delivery, smart documents).

  • Knowledge Whenever a representation or warranty or other statement in this Agreement (including, without limitation, Schedule I hereto) is made with respect to a Person's "knowledge," such statement refers to such Person's employees or agents who were or are responsible for or involved with the indicated matter and have actual knowledge of the matter in question.

  • Knowledge Transfer 7.1 Three (3) months prior to the Expiry Date of the Agreement (or where the Agreement is terminated within the timescale notified by the Department) the Provider will upon request:

  • Knowledge, Skills and Abilities Shall be knowledgeable in replacement/adjustment of closures, locks, hinges and handles on commercial steel door systems. - Repairs, installs, and maintains commercial plumbing services such as closet and urinal diaphragms and flush valves. - Have obtained previous certification in using boom and scissor lifts. - Have obtained previous certification in using forklift. MINIMUM JOB QUALIFICATIONS: - One-year certificate from an appropriate technical/military school or completion of trade apprenticeship; or three years verifiable experience in a related field. - Ability to read, write and speak English, interpret documents such as safety rules, operating and maintenance instructions, blue prints, wiring diagrams and equipment manuals. Ability to write routine reports and correspondence. Ability to communicate effectively with building occupants and employees of OCCC. - Ability to add, subtract, multiply and divide. - Shall possess a valid Florida Driver’s license (or State issued ID) for the duration of employment in this position. - Willing to work in a team atmosphere and be willing to work alongside OCCC employees.

  • TECHNOLOGY/KNOWLEDGE TRANSFER ACTIVITIES The goal of this task is to develop a plan to make the knowledge gained, experimental results, and lessons learned available to the public and key decision makers. The Recipient shall: • Prepare an Initial Fact Sheet at start of the project that describes the project. Use the format provided by the CAM. • Prepare a Final Project Fact Sheet at the project’s conclusion that discusses results. Use the format provided by the CAM. • Prepare a Technology/Knowledge Transfer Plan that includes: o An explanation of how the knowledge gained from the project will be made available to the public, including the targeted market sector and potential outreach to end users, utilities, regulatory agencies, and others.

  • Relationship Manager Inquiry for Actual Knowledge In addition to the electronic and paper record searches described above, the Reporting Financial Institution must treat as Reportable Accounts any High Value Accounts assigned to a relationship manager (including any accounts aggregated with such account) if the relationship manager, has actual knowledge that the Account Holder is a Specified Person.

  • Awareness How do you market the program to Xxx County residents with equity in mind? How equal and practical is the ability for residents or businesses to become aware of the services funded by the SLFRF?

  • Specialist knowledge and skills Indicative but not exclusive tasks include: the undertaking of semi-skilled work, including cleaning, vacuuming, dusting, washing and ironing, shopping, sweeping paths, minor maintenance jobs, preparation and cooking of meals, defrosting refrigerators, emptying and cleaning of commodes, banking and account payment, organising appointments, assistance with care of pets, and care of indoor and outdoor pot plants.

  • Knowledge of Subject Matter The teacher demonstrates a depth and breadth of knowledge of theory and content in general education and subject matter specialization(s) at the elementary and/or secondary levels. The evaluation procedure assesses the teacher's knowledge of the subject(s) she/he is required to teach and will consider the:

  • Education and Specialized Knowledge Preferably secondary school graduation; a good working knowledge of the Motor Vehicle Act and Regulations; a good knowledge of safety rules and regulations as they pertain to the driving and/or operation of the vehicles, equipment and machinery involved; preferably graduation from a defensive driving course and/or a recognized training program in the driving and operation of commercial type vehicle or heavy equipment.

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