The assertion that knowledge of architecture is not an objective canon, but rather the knowledge of its practice, requires an inquiry into its personal dimension, which cannot be articulated completely. The investigations on the inarticulate (tacit) portion of knowledge in Polanyi&#039 / s works enable an inquiry into the act of comprehension with its cognitive value. This inquiry regards architectural knowledge as personal and acquired through experiences of comprehending meanings in personal problem solving processes like designing. The reorganization of knowledge through articulation is explained to be possible by comprehending the meaning transmitetd through the articulate. Continuity is viewed through the idea that, the comprehended meaning irrevocably enlarges personal knowledge and contributes to the comprehended meaning in the upcoming experiences of the individual. This approach to continuity is the account for regarding architectural education as a self conducted act that lasts as long as the individual continues comprehending. The first year architecture education is regarded as a time limited external support for preparing the students for this continuous self-education. The discussion of the thesis is structured around the depicted polar tension of the first year design studio / between the conformist tendency of the students and the instructors&#039 / attitude to enable students&#039 / creative experience. The first year of institutional education on architecture is significant for the opportunities it provides for the students&#039 / transition form confomism to creativity. The aim is to illustrate how it functions for transition to reintroduce the students&#039 / personal dimension into their articulations in the first year design studio practice. This attitude is displayed by exemplifying the setting designs and practices for students&#039 / reorganization of knowledge through the creative act of articulation. The thesis adopts in its discussions that the design exercise is a task handled not only for design learning but also for learning how to learn from the design act, which enables the development of creative skills.

<p><i>The Duke of Uncertainty - Aspects of Professional Skill</i>is a dissertation whose title is a literary metaphor designedto draw attention to encounters with unforeseen problems anddilemmas at work.</p><p>The first part of the dissertation presents the skill andtechnology tradition that has developed over the last twentyyears through explorative case studies. These have covered theskills of various occupational groups, such as processoperators in the paper-and-pulp and chemicals industries,managers and systems engineers working on real timeapplications in specialized knowledge intensive firms as wellas doctors and nurses.</p><p>The theoretical perspective is the epistemology of skillfocusing on the phenomenon of tacit knowledge. This has itsroots in Wittgenstein's philosophy of language as developed bythe philosophers Allan Janik and Kjell S. Johannessen.</p><p>The methodological framework develops indirect analogicalthinking which is a prerequisite for knowledge based onexperience, through exemplification.</p><p>The empirical part of the work shows knowledge offamiliarity among members of an occupational group with lowformal training but extensive practical experience, namelyassistant nurses. A comparative analysis is undertaken inrelation to previous case studies in the field of skill andtechnology aimed at occupational groups with high formaleducational qualifications.</p><p>A particular aspect to which attention is drawn is therhythm in work that unites occupational groups regardless ofeducational background. Occupational skill is treated as acapacity developed to find rhythm in action when confrontedwith situations that are hard to handle. The dissertationconsiders aspects that can be tried out in other occupationalarenas and paves the way for identifying phenomena in workinglife that hinder the development of rhythm in work.</p><p>The dissertation contributes to the setting-up ofundergraduate-level training for groups of people who have notpreviously had access to higher education, and aims tointroduce new aspects into the development of analoguethinking.</p><p><b>Key words</b>: practical versus theoretical knowledge, skillof epistemology, tacit knowledge, comparative case study,literary metaphor, analogical thinking, indirect method,occupational training.</p>

Syftet med den här essän är att synliggöra svårigheter i förskolans värld. I förskolan är man omgiven av människor med olika bakgrunder, kunskaper och erfarenheter. Jag som pedagog, ska kunna förhålla mig professionellt till medarbetare, föräldrar och ledning. Men när man uppfattar brister i barnsäkerheten uppstår flera svårigheter. I essän undersöker jag en fråga utifrån två arbetsroller. Dels mot min kollega och dels mot min chef. Hur ska jag som kollega förhålla mig till min medarbetares förmåga att ta ansvar och beslut som kan vara en fara för barnen, utan att kränka henne? Min chef och jag delar inte samma åsikt om vad lösningen på problemet är. Hur ska jag som anställd förhålla mig till att min chef inte tar det beslut som jag uppfattar som ”rätt” beslut, utan att kritisera henne som ledare? Berättelsen utgår från en barngrupp och två pedagoger som gör en utflykt till en närliggande park. Vid avfärd och vid hemgång uppmärksammar jag flera säkerhetsbrister i en kollegas handlingar. När detta vid ett senare tillfälle påpekas för ledningen så tas det inte på det sätt som jag hade förväntat mig. Detta skapar massor av tvivel hos mig. Jag tvivlar på mig själv och mitt sätt att ifrågasätta. Jag tvivlar på min kollega och hennes sätt att ansvara för barngruppen. Samt att jag tvivlar på min chefs förmåga att leda arbetslaget. Med utgångspunkt i min berättelse har jag undersökt hur olika ledarskap kan se ut hos en förskollärare och hos en förskolechef, samt kritiskt reflektera över min egen roll och mina erfarenheter.

<p>The aim of this study was to determine whether or not knowledge was shared and created in the library of the University of the Western Cape (UWC). The study adopted the SECI model of Nonaka and Takeuchi (1995) as its theoretical framework. The service delivery points at the UWC library are as follows:&nbsp / Circulation section, which deals with walk-in&nbsp / users. These are users who, on a daily basis borrow books from and return books to the library. This section normally deals with queries such as users whose library cards are&nbsp / blocked due to outstanding library fines. It comprises front - desk staff, shelf attendants and inter-library loan staff members.&nbsp / Staff members working in the information section (IS)&nbsp / are referred to as faculty librarians (FAC/L&rsquo / s), who are regarded as section heads and liaise with faculties on campus on a regular basis. The information section deals with walk-in&nbsp / users on a daily basis.&nbsp / The other sections, namely cataloguing, acquisition and periodicals, provide mostly &lsquo / behind the scenes&rsquo / services, but their work is of such a nature that&nbsp / users have no access to their sections due to the strict policy with regard to areas of the library in which staff are working with new books and journals. Books and journals that are&nbsp / not on the cataloguing system are kept in the acquisitions and cataloguing section. This also has a significant impact on service delivery in the library. These sections have to&nbsp / ensure that books and journals are processed, in order for users to get access to these resources. This study attempted to answer the following research questions&nbsp / Is there&nbsp / evidence of knowledge sharing and creation in the UWC library? If so, what practices currently exist?&nbsp / How do staff share and create knowledge for service delivery not with general&nbsp / library users, but within and between the acquisitions, cataloguing and information sections?</p>

Recently, the American Association of State Highway and Transportation Officials (AASHTO) indicated lack of competition and single-bid contracts in asphalt paving as a major issue facing state transportation departments. Single-bid contracts indicate a lack of competition which increases costs to state and local governments. During the period from 2005-2007 in Kentucky, 42 percent of all bids were awarded with only one firm bidding on the project. Of the asphalt paving jobs, 63 percent of those jobs were awarded to a single bidder. The analysis of this dissertation focuses on detecting tacit collusion in asphalt paving jobs in Kentucky. A focal point enables firms to coordinate bids and engage in a tit-for-tat strategy where they refuse to bid in each other’s counties. In this case the focal point is the county boundaries. Two factors contribute to the ability of firms to use county boundaries to coordinate bids. The first factor is that the political county boundaries form relatively small counties which allow a firm’s service area to cover multiple counties. The firms are able to claim counties and service the projects in those counties. The second factor is that a majority of asphalt projects which the Kentucky Transportation Cabinet puts up for bidding are exclusive to a specific county. This allows firms to know whether a project falls in a county within their bidding territory. Each county and firm in each of the 12 Kentucky Transportation Cabinet geographic districts was analyzed to see if there was evidence of bid coordination. The result is that in 94 out of 120 counties there was evidence of bid coordination or tacit collusion with increases in bid levels. There is evidence that 25 of the 31 Kentucky asphalt paving firms refuse to bid against their rivals in their rival’s territories. This refusal by firms to bid against each other resulted in single-bid contracts that were $70,595,466.09 above the competitive level.

Craftsmanship is recognised as a source of practical wisdom that can inform sustainable management and use of natural resources. However, there are many outstanding questions about how the skills and tacit knowledge embedded in craftsmanship can facilitate social-ecological resilience for sustainability. It has also proved difficult to access and articulate the knowledge embedded in craftsmanship. With this study I explore the skill and tacit knowledge components of craftsmanship as a repository of cultural-ecological memory through two case studies: the duodji, or handicrafts, produced by a Sámi craftswoman living in Jokkmokk, Sweden, and the fishing style of a fisherman in the Stockholm archipelago. As such, the research has two main aims: 1) to understand how the skills and tacit knowledge embedded in craftsmanship function as carriers of cultural-ecological memory; 2) to explore ways of mobilising and capturing these knowledge types by making them visible through the use of visual methodologies like photography. The research highlights the value of the accumulated knowledge and the portfolio of skills that are components of craft practices. Visual methods, in particular photo elicitation, invite participants to link their craftsmanship to their culture and identity. In doing so, visual methods contribute a new perspective on the role of craftsmanship as a carrier of cultural-ecological memory because the craft practices themselves become reservoirs of tacit knowledge and embodied skills that can be drawn upon in responding and adapting to changes or disturbances in the social-ecological system.

Most people might not reflect upon textiles as anything more than the soft material in our clothes. As a crafts practitioner, I gain knowledge of woven materials that go beyond that. The knowledge of weaving and materials is developing the ideas that form the concept of this project. From the tacit knowledge, derived from years of practically working with textile materials, an intellectual understanding of materials and the worlds they construct is growing. In this project, I decipher my own ideas of the woven structure in order to invite others to experience the universe within textiles. I look at the weave as a structure, built up by small particles in forms of threads. If seeing the weave from a distance, each repeated pattern can in turn be perceived as the smallest element. By seeing woven materials from more than one perspective, I believe that the understanding of the construction itself can develop. As this understanding grows, so does the ability to judge the quality of the material. In this line of thought, the tools used to reflect upon what materials are, how they are made and what they signify, becomes greater. To visualise the knowledge I have of the textile structures I make, I work with a waffle weave structure, together with a dyeing technique called Ikat. I also draw connections between the woven structure and that of a map – as a tool that humans use to understand their surroundings. The use of perspectives and scale is another tool that is used to widen our perception of the world around us. In order to create an experience of the universe within textiles and to invite others into that world, I draw parallels between the miniature scale of the woven material and larger, architectural structures. The final outcome of this project is a textile installation, consisting of three weavings that together form a larger construction. The construction is open for people to enter and experience. Inside the construction a smaller woven piece is presented as a map over the woven world. This weaving initially contains the same information as the large structure, but on a much smaller scale. / <p>Image no. 16 has been removed due to copyright reasons. A link to the image can be found in the <em>List of References</em></p>

The aim of this study is to provide a theoretical background on the knowledge management principles required in determining the current state of knowledge management within the Pyrometallurgical industry. Emphasis is placed on identifying initiatives that is required for embedding tacit knowledge within an organisation. Knowledge is what people know and there is no knowledge without someone knowing it. Knowledge can be present in ideas, judgement, relationships and concepts. Unlike data and information, knowledge is never static but is continually shaped inside peoples' heads through experience, reasoning and the inflow of new stimuli. Tacit knowledge is the information about work processes and products that individuals hold above and beyond what organisations has documented. It is the "tricks of the trade" that promote smooth organisational functioning, overall know-how, and competitive advantage. In order to ensure that an organisation maintains its competitive advantage, special focus must be placed on tacit knowledge management. The state of knowledge management within the Pyrometallurgical industry in South Africa was assessed in the use of survey questionnaires. The Pyrometallurgical industry has still got a long way to go in order to ensure that the tacit knowledge is embedded within their organisations. Key areas of concerns are the lack of experienced mentors as well as enough resources in order to foster tacit knowledge transfer. A practical tacit knowledge management framework is proposed in order to assist management in looking after this critical asset of their organisation. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

The aim of this study is to provide a theoretical background on the knowledge management principles required in determining the current state of knowledge management within the Pyrometallurgical industry. Emphasis is placed on identifying initiatives that is required for embedding tacit knowledge within an organisation. Knowledge is what people know and there is no knowledge without someone knowing it. Knowledge can be present in ideas, judgement, relationships and concepts. Unlike data and information, knowledge is never static but is continually shaped inside peoples' heads through experience, reasoning and the inflow of new stimuli. Tacit knowledge is the information about work processes and products that individuals hold above and beyond what organisations has documented. It is the "tricks of the trade" that promote smooth organisational functioning, overall know-how, and competitive advantage. In order to ensure that an organisation maintains its competitive advantage, special focus must be placed on tacit knowledge management. The state of knowledge management within the Pyrometallurgical industry in South Africa was assessed in the use of survey questionnaires. The Pyrometallurgical industry has still got a long way to go in order to ensure that the tacit knowledge is embedded within their organisations. Key areas of concerns are the lack of experienced mentors as well as enough resources in order to foster tacit knowledge transfer. A practical tacit knowledge management framework is proposed in order to assist management in looking after this critical asset of their organisation. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

Craft education has been regarded as an important instrument in the efforts to achieve equality which, ever since the end of World War II, have permeated the reforms of Swedish education. In spite of all efforts to the contrary, class- and sex-typed educational programmes are still reconstructed within the reformed education. This study examines the role of craft teacher training in the social and cultural reproduction. Socialization into a profession is a continuous process throughout a person's life. The time spent in craft teacher training is regarded as a meeting between future craft teachers in the light of their life stories and the school subject craft as it is transmitted by teacher trainers. Thus, the data collection includes information on both the future teachers and on the school subject craft. Two groups, one of females and one of males (including one woman), were followed through their teacher training with the help of questionnaires, essays and evaluation documents written by the future teachers. The school subject craft was studied through classroom observations and through taped interviews with teacher trainers. Although these trainee teachers, as fully qualified craft teachers, will have to co­operate within the same subject, and although they will have the same qualifications and equal pay, these educations have different admission rules. Textile craft teachers also have a longer education than wood&amp;metalwork teachers. Besides belonging to different sexes, these two groups turned out to be very different in other respects as well. The future female craft teachers in this study have a middle-class background with well- educated mothers and they also have positive experiences of school. In their future occupation they wish to develop the art of textile craft. The future male craft teachers in this study have a working-class background where studies were something out of the ordinary and they also have negative experiences of school. In their future occupation they want to work together with children within a practical subject. The gender and class patterns developed during the trainee teachers' childhood and adolescence are reinforced by these teacher trainings. Moreover, the trainee teachers seem to reconstruct these patterns in their teaching styles in their future occupations. Both groups want to transmit "preparedness for everyday life" and "creative ability" to the pupils. However, deeper analyses reveal that this agreement is only illusory. The females expect the pupils to be moulded into docile, economical and quality-conscious persons. The males expect the pupils to be moulded into active, ingenious and dexterous persons. Both groups agree that it is easier for girls to become docile, careful and aware of the teacher's demands and that it is easier for boys to become active and ingenious in compulsory school. The gender symbolism -the passive woman and the active man - is reconstructed. Besides uncovering the complex reconstruction of the gender system at the sym­bolic, structural and individual level, this study also illuminates the reconstruction of the asymmetric relations between theoretical and practical activities within craft teacher training. The study ends with a discussion of how teacher training can contribute to the work for equality by educating the trainee teachers to act as spearheads for an equal society. / digitalisering@umu