Knowledge managementKnowledge management (KM) is the collection of methods relating to creating, sharing, using and managing the knowledge and information of an organization. It refers to a multidisciplinary approach to achieve organizational objectives by making the best use of knowledge. An established discipline since 1991, KM includes courses taught in the fields of business administration, information systems, management, library, and information science. Other fields may contribute to KM research, including information and media, computer science, public health and public policy.
Category theoryCategory theory is a general theory of mathematical structures and their relations that was introduced by Samuel Eilenberg and Saunders Mac Lane in the middle of the 20th century in their foundational work on algebraic topology. Category theory is used in almost all areas of mathematics. In particular, numerous constructions of new mathematical objects from previous ones that appear similarly in several contexts are conveniently expressed and unified in terms of categories.
Knowledge transferKnowledge transfer is the sharing or disseminating of knowledge and the providing of inputs to problem solving. In organizational theory, knowledge transfer is the practical problem of transferring knowledge from one part of the organization to another. Like knowledge management, knowledge transfer seeks to organize, create, capture or distribute knowledge and ensure its availability for future users. It is considered to be more than just a communication problem.
Tacit knowledgeTacit knowledge or implicit knowledge—as opposed to formal, codified or explicit knowledge—is knowledge that is difficult to express or extract; therefore it is more difficult to transfer to others by means of writing it down or verbalizing it. This can include motor skills, personal wisdom, experience, insight, and intuition. For example, knowing that London is in the United Kingdom is a piece of explicit knowledge; it can be written down, transmitted, and understood by a recipient.
LearningLearning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.
Procedural knowledgeProcedural knowledge (also known as knowing-how, and sometimes referred to as practical knowledge, imperative knowledge, or performative knowledge) is the knowledge exercised in the performance of some task. Unlike descriptive knowledge (also known as declarative knowledge, propositional knowledge or "knowing-that"), which involves knowledge of specific facts or propositions (e.g. "I know that snow is white"), procedural knowledge involves one's ability to do something (e.g. "I know how to change a flat tire").
Monoidal categoryIn mathematics, a monoidal category (or tensor category) is a equipped with a bifunctor that is associative up to a natural isomorphism, and an I that is both a left and right identity for ⊗, again up to a natural isomorphism. The associated natural isomorphisms are subject to certain coherence conditions, which ensure that all the relevant s commute. The ordinary tensor product makes vector spaces, abelian groups, R-modules, or R-algebras into monoidal categories. Monoidal categories can be seen as a generalization of these and other examples.
Category (mathematics)In mathematics, a category (sometimes called an abstract category to distinguish it from a ) is a collection of "objects" that are linked by "arrows". A category has two basic properties: the ability to compose the arrows associatively and the existence of an identity arrow for each object. A simple example is the , whose objects are sets and whose arrows are functions. is a branch of mathematics that seeks to generalize all of mathematics in terms of categories, independent of what their objects and arrows represent.
Category of small categoriesIn mathematics, specifically in , the category of small categories, denoted by Cat, is the whose objects are all and whose morphisms are functors between categories. Cat may actually be regarded as a with natural transformations serving as 2-morphisms. The initial object of Cat is the empty category 0, which is the category of no objects and no morphisms. The terminal object is the terminal category or trivial category 1 with a single object and morphism. The category Cat is itself a , and therefore not an object of itself.
Accessible categoryThe theory of accessible categories is a part of mathematics, specifically of . It attempts to describe categories in terms of the "size" (a cardinal number) of the operations needed to generate their objects. The theory originates in the work of Grothendieck completed by 1969, and Gabriel and Ulmer (1971). It has been further developed in 1989 by Michael Makkai and Robert Paré, with motivation coming from model theory, a branch of mathematical logic. A standard text book by Adámek and Rosický appeared in 1994.
Knowledge sharingKnowledge sharing is an activity through which knowledge (namely, information, skills, or expertise) is exchanged among people, friends, peers, families, communities (for example, Wikipedia), or within or between organizations. It bridges the individual and organizational knowledge, improving the absorptive and innovation capacity and thus leading to sustained competitive advantage of companies as well as individuals. Knowledge sharing is part of the knowledge management process.
Social learning theorySocial learning is a theory of learning process social behavior which proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement.
Knowledge economyThe knowledge economy, or knowledge-based economy, is an economic system in which the production of goods and services is based principally on knowledge-intensive activities that contribute to advancement in technical and scientific innovation. The key element of value is the greater dependence on human capital and intellectual property as the source of innovative ideas, information and practices. Organisations are required to capitalise on this "knowledge" in their production to stimulate and deepen the business development process.
Strict 2-categoryIn , a strict 2-category is a with "morphisms between morphisms", that is, where each hom-set itself carries the structure of a category. It can be formally defined as a category over Cat (the , with the structure given by ). The concept of 2-category was first introduced by Charles Ehresmann in his work on enriched categories in 1965. The more general concept of (or weak 2-category), where composition of morphisms is associative only up to a 2-isomorphism, was introduced in 1968 by Jean Bénabou.
KnowledgeKnowledge is a form of awareness or familiarity. It is often understood as awareness of facts or as practical skills, and may also mean familiarity with objects or situations. Knowledge of facts, also called propositional knowledge, is often defined as true belief that is distinct from opinion or guesswork by virtue of justification. While there is wide agreement among philosophers that propositional knowledge is a form of true belief, many controversies in philosophy focus on justification.
Knowledge workerKnowledge workers are workers whose main capital is knowledge. Examples include ICT Professionals, physicians, pharmacists, architects, engineers, scientists, design thinkers, public accountants, lawyers, editors, and academics, whose job is to "think for a living". Knowledge work can be differentiated from other forms of work by its emphasis on "non-routine" problem solving that requires a combination of convergent and divergent thinking. But despite the amount of research and literature on knowledge work, there is no succinct definition of the term.
Comma categoryIn mathematics, a comma category (a special case being a slice category) is a construction in . It provides another way of looking at morphisms: instead of simply relating objects of a to one another, morphisms become objects in their own right. This notion was introduced in 1963 by F. W. Lawvere (Lawvere, 1963 p. 36), although the technique did not become generally known until many years later. Several mathematical concepts can be treated as comma categories. Comma categories also guarantee the existence of some s and colimits.
AlgorithmIn mathematics and computer science, an algorithm (ˈælɡərɪðəm) is a finite sequence of rigorous instructions, typically used to solve a class of specific problems or to perform a computation. Algorithms are used as specifications for performing calculations and data processing. More advanced algorithms can use conditionals to divert the code execution through various routes (referred to as automated decision-making) and deduce valid inferences (referred to as automated reasoning), achieving automation eventually.
Multiclass classificationIn machine learning and statistical classification, multiclass classification or multinomial classification is the problem of classifying instances into one of three or more classes (classifying instances into one of two classes is called binary classification). While many classification algorithms (notably multinomial logistic regression) naturally permit the use of more than two classes, some are by nature binary algorithms; these can, however, be turned into multinomial classifiers by a variety of strategies.
Dual objectIn , a branch of mathematics, a dual object is an analogue of a dual vector space from linear algebra for in arbitrary . It is only a partial generalization, based upon the categorical properties of duality for finite-dimensional vector spaces. An object admitting a dual is called a dualizable object. In this formalism, infinite-dimensional vector spaces are not dualizable, since the dual vector space V∗ doesn't satisfy the axioms. Often, an object is dualizable only when it satisfies some finiteness or compactness property.
