Sökning: "knowledge openness"
Visar resultat 1 - 5 av 74 avhandlingar innehållade orden knowledge openness.
- Detta är en avhandling från Stockholm : Department of Philosophy, Stockholm University
Sammanfattning : The principle of epistemic closure is the claim that what is known to follow from knowledge is known to be true. This intuitively plausible idea is endorsed by a vast majority of knowledge theorists. There are significant problems, however, that have to be addressed if epistemic closure – closed knowledge – is endorsed. LÄS MER
2. The Openness Buzz A Study of Openness in Planning, Politics and Political Decision-Making in Sweden from an Institutional PerspectiveDetta är en avhandling från Stockholm : KTH Royal Institute of Technology
Sammanfattning : In today’s society of increased globalization and digitalization openness has become a buzzword. This raises questions about what we mean by openness and how it is interpreted in various contexts. LÄS MER
- Detta är en avhandling från Växjö : School of Computer Science, Physics and Mathematics, Linnaeus University
Sammanfattning : Traditional approaches to knowledge collaboration and sharing have proven to be limited in the sense of addressing organizational needs of dynamic and distributed knowledge. More recently, the emergence of social media and the second generation of web technologies have introduced new ways and possibilities for sharing knowledge in organizations. LÄS MER
- Detta är en avhandling från Växjö : Linnaeus University Press
Sammanfattning : Engineering contemporary distributed software applications is a challenging task due to the dynamic operating conditions in which these systems have to function. Examples are dynamic availability of resources, errors that are difficult to predict, and changing user requirements. LÄS MER
- Detta är en avhandling från Uppsala : Institutionen för didaktik
Sammanfattning : This dissertation attempts to deepen our understanding of teachers’ work and professionality, which involves not only their reasoning about what to teach and how to teach it, but also of what it is that makes education possible. This is accomplished by exploring a highly influential, if underestimated and under-researched, dimension of teacher practice and professionality: the relational dimension, involving the establishment and maintenance of educational relationships with and among students. LÄS MER