In the aftermath of three high-profile honor killings the social service administrators became strongly criticized for their lack of skills and knowledge when it comes to dealing with honorrelated cases. In order to fix this lack of knowledge and to respond to the criticism from the society, the Swedish government allocated resources to train administrators in social services to improve their knowledge of honor-related violence and know how to handle clients who are victims of honor-related crimes. The aim of this study is to examine how social service administrators perceive their professional knowledge regarding to their work in honor-related cases. How they perceive their competence and discretion in relation to the work of honor-related problems and their perception of what resources the organization has to provide training and skill development in this area. The study shows that the social service administrators experience that there has been a development of knowledge in some areas regarding their work with honor-related cases but that there still exists an uneven distribution in terms of knowledge between small and large communities in Sweden.

Watershed planning and management relies on a diverse range of stakeholders. Collabora-tive planning can provide an opportunity for those stakeholders to equitably share their knowledge and learn from other participants, but such an outcome cannot be assumed. This re-search explores the potential for improved knowledge integration in watershed planning through research of a community-based watershed planning initiative in rural Saskatchewan, Canada. Us-ing semi-structured interviews and document review, this research identifies different knowledge types involved in watershed planning, explains how that knowledge is integrated through the planning process, and derives lessons for future watershed planning initiatives. Four general knowledge types identified in the analysis—bureaucratic, administrative, local, and scientific—were also evident in the literature. Specifically, this research affirms local knowledge characteris-tics—that it is spatially constrained, heterogeneous, generated through a relationship with place, and accrued over time—described in the literature. Results also reinforce claims that clearly de-fining boundaries between knowledge types is difficult and even undesirable. Differing from the descriptions in the literature of bureaucratic knowledge as including aspects of administrative knowledge, this research proposes that a greater delineation between the two is advantageous to ensure adequate knowledge is present to support the planning process. Two broad themes of how different types of knowledge influenced the planning initiative are presented: cooperation for long-term planning—highly influenced by administrative and bureaucratic knowledge; and set-ting and achieving goals—dominated by scientific knowledge as an ecological narrative through-out the process. These themes echo the collaborative planning literature on the importance of in-cluding as many knowledge types as possible throughout the process, while also revealing the necessity of ensuring that all participants are engaged in deliberations in order to contribute their knowledge. To meet this need, context-appropriate planning activities must be selected to sup-port collaborative planning; amendments to the planning process used in the community-based planning initiative are proposed to meet these needs.

“People resemble their times more than they resemble their parents.” How true is this arab proverb! Behind this proverb is hidden a universal concept: the concept of generation. This concept based on age implies some characteristics specific to each group.Those characteristics have long been subject to studies aiming at providing a better understanding of the intergenerational relations. Yet, few studies focus on the perceptions of the generations as a relational factor. In this thesis research, we want to focus on those perceptions and misperceptions that one generation can have of the others. Are there many differences between generations? Do they perceive the others the way they are? We will attempt to answer to those questions. We also want to give in this research an overview of the stakes represented by the combination between intergenerational relationships and the knowledge transfer in organizations. Indeed, we realize that within a decade, the mass departure of Baby boomers from the workplace will have significant consequences on the knowledge management field. Yet, what we see today is that only few companies worry about this huge human capital loss. It is time for leaders to react now if they do not want to lose their competitive advantage: knowledge transfer is a continuous process. And we hope that this work will provide some insights on the questions of intergenerational knowledge transfer to our readers.

Aim of study: The purpose of this study is to investigate the current knowledge management status within the Academic Information Service at the University of Pretoria. Research method: A literature study was conducted to establish the nature and value of knowledge management for organizations. A questionnaire was used to obtain reliable information with regard to the current value and nature of knowledge management within the Academic Information Service at the University of Pretoria. Core findings: Within an academic library like the Academic Information Service at Pretoria, there exist a certain misconception that libraries are already doing knowledge management for years. The management of knowledge for clients, and providing knowledge and information to the client are seen as knowledge management. It was indicated that within the Academic Information Service there is not much attention given to the management of tacit knowledge within the organization. This shows that libraries aren’t doing knowledge management for years. They are doing explicit management of knowledge but not tacit management of organizational knowledge. Within this study it is stressed why this tacit knowledge is so important for an organization to exist and compete within these turbulent times we live in. The academic information service is not managing their tacit knowledge to the fullest potential and for benefit of the organization. There is no culture or incentives conducive to knowledge sharing within the library. The existing technology namely the intranet and portal aren’t re ally enablers for knowledge management. There exist a lot of barriers to knowledge management within the AIS that should be attended to. A knowledge management strategy is suggested with a lot of shifts in connection to the culture of the organization, incentives and information technology. / Thesis (MIT)--University of Pretoria, 2002.

This practicum examines how planners can exchange tacit knowledge about climate change adaptation, in order to create better communities and to further the profession. Two regions of British Columbia - the Lower Mainland and the Kootenay’s - provided case studies to determine if and how tacit knowledge was exchanged. These two regions are provincial leaders in climate change adaptation, yet their constituent communities are at different stages of adaptation. Through a literature review and case study analysis - featuring key informant interviews, the practicum demonstrates that tacit knowledge is indeed being exchanged within the regions, yet not as strongly between them. Recommendations are offered aiming to improve tacit knowledge exchange within the profession of planning – among planners and through their professional planning Institutes, and for such exchange to be better supported by planning education.

Aim of study: The purpose of this study is to investigate the current knowledge management status within the Academic Information Service at the University of Pretoria. Research method: A literature study was conducted to establish the nature and value of knowledge management for organizations. A questionnaire was used to obtain reliable information with regard to the current value and nature of knowledge management within the Academic Information Service at the University of Pretoria. Core findings: Within an academic library like the Academic Information Service at Pretoria, there exist a certain misconception that libraries are already doing knowledge management for years. The management of knowledge for clients, and providing knowledge and information to the client are seen as knowledge management. It was indicated that within the Academic Information Service there is not much attention given to the management of tacit knowledge within the organization. This shows that libraries aren’t doing knowledge management for years. They are doing explicit management of knowledge but not tacit management of organizational knowledge. Within this study it is stressed why this tacit knowledge is so important for an organization to exist and compete within these turbulent times we live in. The academic information service is not managing their tacit knowledge to the fullest potential and for benefit of the organization. There is no culture or incentives conducive to knowledge sharing within the library. The existing technology namely the intranet and portal aren’t re ally enablers for knowledge management. There exist a lot of barriers to knowledge management within the AIS that should be attended to. A knowledge management strategy is suggested with a lot of shifts in connection to the culture of the organization, incentives and information technology. / Thesis (MIT)--University of Pretoria, 2002.

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Representing knowledge as information content alone is insufficient in providing us with an understanding of the world around us. A combination of context as well as reasoning of the information content is fundamental to representing knowledge in an information system. Knowledge Representation is typically concerned with providing structures and theories that are used as a basis for intelligent reasoning. For this research however, the author defines an alternative meaning, which is related to how knowledge is used in a given context. Thus, this dissertation provides a contribution to the field of knowledge within information systems, in terms of the development of a frame-of-reference that will support the reader in navigating through the different forms of explicit and tacit knowledge use within the manufacturing industry. In doing so, the dissertation also presents the generation of a novel classification of three forms of knowledge (Structural, Interpretive and Evaluative forms); the development of a conceptual framework which highlights the drivers for knowledge transformation; and the development of a conceptual model which seeks to envelop both the content as well as the context of knowledge (Semiotic as well as Symbiotic factors). This is established through the use of an Empirical, Quantitative case study approach, that seeks to explore an interpretivist view of knowledge representation within two information systems contexts, within two UK manufacturing organisations. The first case study presents how a-priori knowledge assumptions are used in a computer aided engineering decision-making task within a high technology manufacturing company. The second case study shows how knowledge is used within the IT/IS investment evaluation decision making process, within a manufacturing SME. In doing so, both case studies attempt to elucidate the inherent, underlying relationship between explicit and tacit knowledge, via a frame-of-reference developed by the author which defines key drivers for knowledge transformation.

There is a need to explore how Indigenous knowledge(s) relates to Anishinaabe ongoing resilience. I do this by telling the story of my home and privileging Anishinaabe Gikeedaasiwin, which means Anishinaabe knowledge. This study investigates socio-cultural knowledge(s) of the Lake Nipigon and Lake Superior region in Northern Ontario by using storytelling as a culturally specific research method. A multi-layered reflexivity approach combined with grounded theory act as the basis for a discussion of Anishinaabe ontology and epistemology. The sociology of knowledge provides the framework for critiques of modernist hegemonic knowledge. This study offers a nuanced view of Anishinaabe ways of knowing by considering Anishinaabe writers Patrick McGuire Sr. and Norval Morriseau. Arising from these stories are conceptual thematic understandings which included: The land and relationships to the land are foundational. Eshkakimikwe Giikeedaasiwin – Relational understandings and this is land based knowledge; The relationship between land, spirit and the Anishinaabe - Kiimiingona manda Giikeedaasiwin are part of the original instructions given to the Anishinaabe: There are multiple realities which are accessible by physical and spiritual means. Manidoo Waabiwin – seeing in a spirit way and Kiimiingona manda Giikeedaasiwin are part of the original instructions given to the Anishinaabe are evident; There are cycles of life and the land is sustaining to people. Muskiki Aki means medicine land which provides life; Anishinaabe values of responsibility and obligation are recognized. Gnawaaminjigewin is the responsibility to look, to see, to witness; There is a need to maintain and continue relationships in the world. Bzindamowin is learning by listening and the relational practice of a good life, Mino Bimaadiziwin; and Anishinaabe values relating to transformation, renewal, reciprocity and sharing to maintain life. Manitou Minjimendamowin means spirit memory, teachings on how to live life and Bzindamowin, that is learning by listening, is reflected. This study argued that exploring the survival and resurgence of Anishinaabe knowledge(s) can set different directions for the social renewal and transformation of Anishinaabe societies. This is an important understanding in any future development and social change, and especially resource development directly involving the land.

This study was designed to examine the ability to use prior knowledge in text comprehension and knowledge integration. The focus of the research was on effects of different degrees of subjects' theoretical knowledge in the domain of biochemistry on their comprehension of written technical materials describing experimental procedures and results, and the ability to integrate such new text derived information with prior theoretical knowledge considered by experts to be relevant to the topic. Effects of cues on the accessibility and use of prior knowledge were also examined. Pre-test questions testing the extent of subjects' prior knowledge of photosynthesis, and a "cue article" specifically designed to prime subjects' relevant prior knowledge of photosynthesis, served as cues in the study. / A theoretical model of experts' knowledge was developed from a semantic analysis of expert-produced texts. This "expert model" was used to evaluate the extent of students' theoretical knowledge of photosynthesis, and its accessibility while applying it to the experimental tasks. College students and university graduate students served as subjects in the study, permitting a contrast of groups varying in prior knowledge of and expertise in chemistry. / Statistical analyses of data obtained from coding subjects' verbal protocols against text propositions and the expert model revealed that prior knowledge and comprehension contribute significantly to predicting knowledge integration, but they are not sufficient for this process to take place. It appears that qualitative aspects and specific characteristics of subjects' knowledge structure contribute to the process of integration, not simply the amount of accumulated knowledge. There was also evidence that there are specific inferential processes unique to knowledge integration that differentiate it from test comprehension. Cues manifested their effects on performance on comprehension tasks and integrative tasks only through their interactions with other factors. Furthermore, it was found that textual complexity placed specific constraints on students' performance: the application of textual information to the integrative tasks and students' ability to build conceptual frame representations based on text propositions depended on the complexity of the textual material. (Abstract shortened with permission of author.)