Log in

Relevant bibliographies by topics / Knowledge and action / Journal articles

To see the other types of publications on this topic, follow the link: Knowledge and action.

Journal articles on the topic 'Knowledge and action'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Knowledge and action.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Platts, Jim. "Knowledge in Action." Philosophy of Management 1, no. 2 (2001): 83–84. http://dx.doi.org/10.5840/pom20011217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

BFN and Douglas Barnes. ""Knowledge as Action"." English Journal 78, no. 1 (1989): 87. http://dx.doi.org/10.2307/818002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hawthorne, John, and Jason Stanley. "Knowledge and Action." Journal of Philosophy 105, no. 10 (2008): 571–90. http://dx.doi.org/10.5840/jphil20081051022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Lewis, Tony. "Knowledge to action?" Journal of Continuing Education in the Health Professions 26, no. 2 (2006): 168. http://dx.doi.org/10.1002/chp.65.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Sprague, Ann E., Lawrence Oppenheimer, Linda McCabe, Ian D. Graham, and Barbara L. Davies. "Knowledge to Action." MCN, The American Journal of Maternal/Child Nursing 33, no. 3 (2008): 179–86. http://dx.doi.org/10.1097/01.nmc.0000318354.00859.41.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

&NA;. "Knowledge to Action." MCN, The American Journal of Maternal/Child Nursing 33, no. 3 (2008): 187–88. http://dx.doi.org/10.1097/01.nmc.0000318355.00859.08.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

GIBBONS, JOHN. "Knowledge in Action." Philosophy and Phenomenological Research 62, no. 3 (2001): 579–600. http://dx.doi.org/10.1111/j.1933-1592.2001.tb00075.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

&NA;. "Knowledge into Action." PACEsetterS 6, no. 3 (2009): 6–8. http://dx.doi.org/10.1097/01.jbi.0000393875.81714.18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Collins, Patricia A., Julia Abelson, and John D. Eyles. "Knowledge into action?" Health Policy 80, no. 1 (2007): 158–71. http://dx.doi.org/10.1016/j.healthpol.2006.02.014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Fawcett, Jan. "Translating Knowledge Into Action." Psychiatric Annals 42, no. 6 (2012): 202. http://dx.doi.org/10.3928/00485713-20120606-01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Jacobsen, Ushma Chauhan. "Knowledge Asymmetry in Action." HERMES - Journal of Language and Communication in Business 27, no. 53 (2014): 57. http://dx.doi.org/10.7146/hjlcb.v27i53.20950.

Full text

Abstract:

<p align="LEFT">This article forges a connection between knowledge asymmetry and intercultural communication to challenge extant understandings of knowledge asymmetry as a static and stable condition that infl uences the processes and outcomes of interactive encounters that promote learning. The article draws its empirical material from ethnographic fieldwork at a training course on climate change that involved the participation of development practitioners, policy makers and civil servants working in broad professional arenas such as engineering, agriculture, water management and urban

APA, Harvard, Vancouver, ISO, and other styles

12

Buchan, Heather. "Turning knowledge into action." Australian Prescriber 30, no. 5 (2007): 114–15. http://dx.doi.org/10.18773/austprescr.2007.069.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Straus, S. E., and J. Holroyd-Leduc. "Knowledge-to-action cycle." Evidence-Based Medicine 13, no. 4 (2008): 98–100. http://dx.doi.org/10.1136/ebm.13.4.98-a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Turnbull, Ann, Nina Zuna, Joo Young Hong, et al. "Knowledge-to-Action Guides." TEACHING Exceptional Children 42, no. 3 (2010): 42–53. http://dx.doi.org/10.1177/004005991004200305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Vinaja, Roberto. "Knowledge Management in Action." Journal of Global Information Technology Management 12, no. 1 (2009): 76–78. http://dx.doi.org/10.1080/1097198x.2009.10856487.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Pavese, Carlotta. "Probabilistic Knowledge in Action." Analysis 80, no. 2 (2020): 342–56. http://dx.doi.org/10.1093/analys/anz094.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Gaillard, J. C., and Jessica Mercer. "From knowledge to action." Progress in Human Geography 37, no. 1 (2012): 93–114. http://dx.doi.org/10.1177/0309132512446717.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Van Herzele, Ann. "Local Knowledge in Action." Journal of Planning Education and Research 24, no. 2 (2004): 197–212. http://dx.doi.org/10.1177/0739456x04267723.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Contestabile, Monica. "Knowledge for sustainability action." Nature Sustainability 2, no. 7 (2019): 537–38. http://dx.doi.org/10.1038/s41893-019-0330-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Hill, Mary. "Turn Knowledge Into Action!" Journal of Wound, Ostomy and Continence Nursing 45, no. 2 (2018): 190. http://dx.doi.org/10.1097/won.0000000000000421.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Maitra, Ishani, and Brian Weatherson. "Assertion, knowledge, and action." Philosophical Studies 149, no. 1 (2010): 99–118. http://dx.doi.org/10.1007/s11098-010-9542-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Frost, Kim. "Action, Knowledge, and Will." Philosophical Review 126, no. 3 (2017): 404–10. http://dx.doi.org/10.1215/00318108-3878543.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Schack, Thomas. "Knowledge and performance in action." Journal of Knowledge Management 8, no. 4 (2004): 38–53. http://dx.doi.org/10.1108/13673270410548478.

Full text

Abstract:

This article addresses the functional links between knowledge and performance in human activity. Starting with the evolutionary roots of knowledge and activity, it shows how the combination of adaptive behavior and knowledge storage has formed over various stages of evolution. The cognitive architecture of human actions is discussed against this background, and it is shown how knowledge is integrated into action control. Then, methodological issues in the study of action knowledge are considered, and an experimental method is presented that can be used to assess the structure of action knowled

APA, Harvard, Vancouver, ISO, and other styles

24

Kable, Joseph W., Jessica Lease-Spellmeyer, and Anjan Chatterjee. "Neural Substrates of Action Event Knowledge." Journal of Cognitive Neuroscience 14, no. 5 (2002): 795–805. http://dx.doi.org/10.1162/08989290260138681.

Full text

Abstract:

Human concepts can be roughly divided into entities (prototypically referred to in language by nouns) and events (prototypically referred to in language by verbs). While much work in cognitive neuroscience has investigated how the brain represents different categories of entities, less attention has been given to the more basic distinction between entities and events. We used functional magnetic resonance imaging to examine brain activity while subjects performed a conceptual matching task that required them to access knowledge of objects and actions, using either pictures or words. Since acti

APA, Harvard, Vancouver, ISO, and other styles

25

ZELENY, MILAN. "KNOWLEDGE OF ENTERPRISE: KNOWLEDGE MANAGEMENT OR KNOWLEDGE TECHNOLOGY?" International Journal of Information Technology & Decision Making 01, no. 02 (2002): 181–207. http://dx.doi.org/10.1142/s021962200200021x.

Full text

Abstract:

Knowledge Technology (KT) is an important new development, extending and ultimately replacing IT. Meaningful and substantial Knowledge Management (KM) is crucially dependent on a useful and operational definition of knowledge. Such notion of knowledge must be clearly differentiated from so called "explicit (or codified) knowledge", i.e. from information. Information, in any form or shape, is not knowledge. While information is a symbolic description of action, knowledge is action itself. The understanding that knowing is doing and doing is knowing comes from the Western philosophical tradition

APA, Harvard, Vancouver, ISO, and other styles

26

Cai, Yijun, Haoxin Li, Jian-Fang Hu, and Wei-Shi Zheng. "Action Knowledge Transfer for Action Prediction with Partial Videos." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 8118–25. http://dx.doi.org/10.1609/aaai.v33i01.33018118.

Full text

Abstract:

Predicting action class from partially observed videos, which is known as action prediction, is an important task in computer vision field with many applications. The challenge for action prediction mainly lies in the lack of discriminative action information for the partially observed videos. To tackle this challenge, in this work, we propose to transfer action knowledge learned from fully observed videos for improving the prediction of partially observed videos. Specifically, we develop a two-stage learning framework for action knowledge transfer. At the first stage, we learn feature embeddi

APA, Harvard, Vancouver, ISO, and other styles

27

Baumann, Peter. "Knowledge, Practical Reasoning and Action." Logos & Episteme 3, no. 1 (2012): 7–26. http://dx.doi.org/10.5840/logos-episteme20123147.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Zeleny, Milan. "Knowledge as coordination of action." Human Systems Management 15, no. 4 (1996): 211–13. http://dx.doi.org/10.3233/hsm-1996-15401.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Schwenkler, John. "Non-Observational Knowledge of Action." Philosophy Compass 7, no. 10 (2012): 731–40. http://dx.doi.org/10.1111/j.1747-9991.2012.00513.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Peacocke, Christopher. "Perception, Biology, Action, and Knowledge." Philosophy and Phenomenological Research 88, no. 2 (2014): 477–84. http://dx.doi.org/10.1111/phpr.12092.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Tsai, Cheng-hung. "Knowledge of language in action." Philosophical Explorations 18, no. 1 (2014): 68–89. http://dx.doi.org/10.1080/13869795.2014.897366.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Barker, John A., and Fred Adams. "CONCLUSIVE REASONS, KNOWLEDGE, AND ACTION." Philosophical Issues 22, no. 1 (2012): 35–52. http://dx.doi.org/10.1111/j.1533-6077.2012.00215.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Zerai, Assata. "Agents of Knowledge and Action." Cultural Dynamics 12, no. 2 (2000): 182–222. http://dx.doi.org/10.1177/092137400001200205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Wolfson, Ben. "Agential Knowledge, Action and Process." Theoria 78, no. 4 (2012): 326–57. http://dx.doi.org/10.1111/j.1755-2567.2012.01146.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Aylott, Marion. "Nelson's Touch: Knowledge + Action = Power." British Journal of Nursing 14, no. 22 (2005): 1170. http://dx.doi.org/10.12968/bjon.2005.14.22.20165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Rowell, Lonnie, and Allan Feldman. "Knowledge democracy and action research." Educational Action Research 27, no. 1 (2019): 1–6. http://dx.doi.org/10.1080/09650792.2019.1557456.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Shah, Hanifa, Alan Eardley, and Trevor Wood-Harper. "ALTAR in action: knowledge management." European Journal of Information Systems 16, no. 6 (2007): 771–79. http://dx.doi.org/10.1057/palgrave.ejis.3000721.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Kaluzny, Arnold D., and Lucy Savitz. "Knowledge to Action? Evidence-Based Health Care in Action." Administrative Science Quarterly 51, no. 2 (2006): 324–27. http://dx.doi.org/10.2189/asqu.51.2.324.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Forde, Emer M. E., Glyn W. Humphreys, and Marietta Remoundou. "Disordered Knowledge of Action Order in Action Disorganisation Syndrome." Neurocase 10, no. 1 (2004): 19–28. http://dx.doi.org/10.1080/13554790490960459.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Hadfield, Mark. "Knowledge producing, its management and action and action research." Educational Action Research 13, no. 2 (2005): 301–12. http://dx.doi.org/10.1080/09650790300200281.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Heritage, John. "Epistemics in Action: Action Formation and Territories of Knowledge." Research on Language & Social Interaction 45, no. 1 (2012): 1–29. http://dx.doi.org/10.1080/08351813.2012.646684.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Hjelmar, Ulf, and Anne Mette Møller. "From knowledge to action: the potentials of knowledge portals." Nordic Social Work Research 6, no. 2 (2015): 126–37. http://dx.doi.org/10.1080/2156857x.2015.1109542.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Bagheri Hariri, B., D. Calvanese, M. Montali, G. De Giacomo, R. De Masellis, and P. Felli. "Description Logic Knowledge and Action Bases." Journal of Artificial Intelligence Research 46 (April 26, 2013): 651–86. http://dx.doi.org/10.1613/jair.3826.

Full text

Abstract:

Description logic Knowledge and Action Bases (KAB) are a mechanism for providing both a semantically rich representation of the information on the domain of interest in terms of a description logic knowledge base and actions to change such information over time, possibly introducing new objects. We resort to a variant of DL-Lite where the unique name assumption is not enforced and where equality between objects may be asserted and inferred. Actions are specified as sets of conditional effects, where conditions are based on epistemic queries over the knowledge base (TBox and ABox), and effects

APA, Harvard, Vancouver, ISO, and other styles

44

CAZALIS, FABIENNE, PHILIPPE AZOUVI, ANGELA SIRIGU, NATHALIE AGAR, and YVES BURNOD. "Script knowledge after severe traumatic brain injury." Journal of the International Neuropsychological Society 7, no. 7 (2001): 795–804. http://dx.doi.org/10.1017/s1355617701777028.

Full text

Abstract:

Severe diffuse traumatic brain injury (TBI) may impair the performance of daily-life complex activities. The aim of the present study was to assess whether these difficulties are related to a representational impairment of action knowledge. Two tasks requiring the manipulation of scripts were used. The first (script reconstitution) required subjects to sort cards describing actions belonging to 4 different scripts, presented in a random order. The second (script generation) required subjects to generate actions belonging to a given script. The results showed that TBI patients had preserved acc

APA, Harvard, Vancouver, ISO, and other styles

45

Howley, Sue. "Routes to Knowledge." Library and Information Research 28, no. 88 (2009): 42–46. http://dx.doi.org/10.29173/lirg159.

Full text

Abstract:

The Wider Information and Library Issues Project (WILIP) has now reported and is being followed-up. Many of the recommended actions will be implemented via the next, strategic stage -"Routes to Knowledge"- which seeks to re-position libraries in the Knowledge Society and develop capacity so their potential can be realised. Routes to Knowledge will engage with the library and information world to produce an Action Plan by March 2005. Actions will fall under headings such as user need, strategic framework, advocacy, network development, access, funding, workforce, information literacy and knowle

APA, Harvard, Vancouver, ISO, and other styles

46

Cheng, Chung-Ying. "Action Theory and Chinese Philosophy—Unity of Knowledge and Action." Journal of Chinese Philosophy 42, no. 3-4 (2015): 263–64. http://dx.doi.org/10.1163/15406253-0420304001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Zhang, Shiwen, Sheng Guo, Limin Wang, Weilin Huang, and Matthew Scott. "Knowledge Integration Networks for Action Recognition." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 07 (2020): 12862–69. http://dx.doi.org/10.1609/aaai.v34i07.6983.

Full text

Abstract:

In this work, we propose Knowledge Integration Networks (referred as KINet) for video action recognition. KINet is capable of aggregating meaningful context features which are of great importance to identifying an action, such as human information and scene context. We design a three-branch architecture consisting of a main branch for action recognition, and two auxiliary branches for human parsing and scene recognition which allow the model to encode the knowledge of human and scene for action recognition. We explore two pre-trained models as teacher networks to distill the knowledge of human

APA, Harvard, Vancouver, ISO, and other styles

48

Beal, Georgiana. "Knowledge and Action: Developing Cultural Competence." Journal of Psychosocial Nursing and Mental Health Services 43, no. 11 (2005): 7. http://dx.doi.org/10.3928/02793695-20051101-09.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Taylan, Rukiye Didem, and João Pedro Da Ponte. "Investigating Pedagogical Content Knowledge-in-Action." Journal of Research in Mathematics Education 5, no. 3 (2016): 212. http://dx.doi.org/10.17583/redimat.2016.2227.

Full text

Abstract:

Abstract: This paper investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative way through video-taped classroom episodes with focus on interactions between the teacher and the students as well as the teacher’s reflections and pedagogical reasoning on the interactions. The analyses indicate examples of PCK development during teaching, especially refinement in the domain of knowledge of instructional strategies and representations. This knowl

APA, Harvard, Vancouver, ISO, and other styles

50

Luthra, Yannig. "Self-Trust and Knowledge of Action." Journal of Philosophy 114, no. 9 (2017): 471–91. http://dx.doi.org/10.5840/jphil2017114932.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!