Analysis of Knowledge Based Economies

Analysis of Knowledge Based Economies DEFINITION AND THEORY OF KNOWLEDGE BASED ECONOMY â€Å"The weakness or even complete absence,of definition, is actually pervasive in the literature†¦ this is one of the many imprecisions that make the notion of â€Å"knowledge economy† so rhetorical rather than analytically useful† [1] 1. What is Knowledge Economy or Knowledge Based Economy? As Keith Smith puts it rather succinctly, the question itself comes across as rhetorical. There is no dearth of publications, texts or studies on Knowledge economy, but defining it has seldom been the prominent feature of such literature. This may be attributed to the fact that the concepts of knowledge economy or knowledge worker are difficult to pin down. As a report of CERI Washington Forum, June 1999 put it â€Å"the science of describing, understanding, and measuring knowledge will always be an imperfect one. The knowledge identified in this forum turned out to be capricious: sometimes sticky, often slippery, rarely tangible, frequently tacit, and extremely heterogeneous†.[2] This has resulted that the knowledge economy and knowledge worker are often taken as self-evident and in some cases are not tested against hard data. This also then implies that Knowledge is an abstract notion, which is constantly and continual ly being defined. â€Å"Knowledge† is perhaps the simplest of words and yet one of the most cumbersome to explain. This is primarily due to its paradoxically straightforward and simple syntax and yet its profound vastness in terms of its semantics, as its concept has evolved and escalated over millenniums of human existence. Albeit the abstractness and the intangibles associated with knowledge economy, there emerge certain definitions which aid in the understanding of the concept. 2.  Defining Knowledge.â€Å"Knowledge† can briefly be described as a person’s understanding of something or the information he/she has about something. Knowledge is what is known. It is a ‘noun’ that has synonyms, such as ‘cognition’ and ‘noesis’. Like the related concepts of truth, belief, and wisdom, there is no single definition of knowledge on which scholars agree, but rather numerous theories and continued debate exists about the nature of knowledge. In fact â€Å"knowledge† has numerous meanings, as given in dictionary. Oxford Dictionary defines knowledge as awareness, familiarity, facts, information, and skills acquired through experience or education; person’s range of information; or the theoretical or practical understanding of a subject[3]. It is the state of knowing something, the familiarity, awareness or understanding acquired through experience or study, the sum of what has been perceived, discovered or learned, or simply, the specific information about something or someone. Peter F. Drucker has also given a functional definition of knowledge, referring to it as information that changes something or somebody – either by becoming grounds for actions, or by making an individual (or an institution) capable of different or more effective action. But finally, in a more global sense, one might say that knowledge is reliable information that can be put to work in the service of all men, and which can be communicated in comprehensible ways, so that people everywhere can become more self-reliant and self-sufficient. 3.  Knowledge as an Economic Good. It is common knowledge today that disparities in the productivity and growth of different countries have less to do with their lack or abundance of natural resources than with their ability to improve their quality of human resources and other factors of production. The World Development Report 1999 states: ‘For countries in the vanguard of the world economy, the balance between knowledge and resources has shifted so far towards the former that knowledge has become perhaps the most important factor determining the standard of living more than land, than tools, than labour’. Today knowledge and technology are two of the key-factors of production. In fact, knowledge is considered to be the basic form of capital, and economic growth is understood to be driven by the accumulation of knowledge. 4. A knowledge based economy therefore can be defined as an economy that creates, disseminates uses knowledge to enhance its growth development. A country’s success in the knowledge-based economy depends on the creation, acquisition, dissemination application of knowledge. Knowledge creation depends on the intensity of research development (RD) conducted in a country, the availability of human resources needed for RD. 5. Knowledge acquisition is reflected in intellectual content embedded in imports from other knowledge-based economies. Linguistic skills will help to plug into the global knowledge network. Knowledge dissemination depends on the resources allocated to develop information infrastructure, basic information technology (IT) linguistic skills to tap into the information -communication technology (ICT) network. 6. Finally, knowledge application is reflected in an economy’s job market that demands and allows workers to apply knowledge extensively and its ability to create new business models for generating, acquiring, diffusing applying new ideas processes. 7. The best exponent of knowledge economy and its theory has been Peter Drucker. He apparently first used the phrase â€Å"the knowledge economy† in his 1969 book The Age of Discontinuity.[4] Thirty-two years later, still going strong, Drucker wrote in the November 2001 edition of The Economist: ‘The next society will be a knowledge society. Knowledge will be its key resource, and knowledge workers will be the dominant group in its workforce. Its three main characteristics will be:- (a) Borderlessness, because knowledge travels even more effortlessly than money. (b) Upward mobility, available to everyone through easily acquired formal education. (c) The potential for failure as well as success. Anyone can acquire the â€Å"means of production,† i.e., the knowledge required for the job, but not everyone can win.’[5] 8. But because of the varied ways in which knowledge-economy is interpreted, testable definitions of this term are difficult to state. Some more definitions of Knowledge based economies are given below:- (a)  Ã¢â‚¬Å"The idea of the knowledge-driven economy is not just a description of high-tech  industries. It describes a set of new sources of competitive advantage, which can apply  to all sectors, all companies and all regions, from agriculture and retailing to software and biotechnology† – Charles Leadbeater[6] (b)  Ã¢â‚¬ËœWe define the knowledge-economy as production and services based on knowledge intensive activities that contribute to an accelerated pace of technical and scientific advance, as well as rapid obsolescence. The key-component of a knowledge- economy is a greater reliance on intellectual capabilities than on physical inputs or natural resources’- Carlaw, Oxley Walker, 2006.[7] (c)  An economy whose growth momentum and competitive advantage are driven by dynamic investment in intellectual capital and innovative R D, with deep structural, institutional and organizational implications. [8] 9. Reading through these definitions, a few essentials of a knowledge-driven economy become quite clear ie:- (a) Innovation is a permanent feature. (b) It is an economy of networks at different hierarchical levels. (c) It embodies new forms of organization that involve industrial cooperation, polarization and relations between public and private sectors. (d) Human-capital plays a fundamental role, and the capacity to learn is more important that the level of knowledge. (e) Codified and distributed tacit-knowledge is useful. (f) Proliferation of information-related activities is evident in all sectors of the economy. Tratitional versus Knowledge Based Economy.The basic difference between a traditional knowledge-based economy is that the former depends on quantitative factors such as labour, raw materials, premises bulk transportation, among others, whereas the latter relies more on qualitative factors, namely, qualifications, RD good infrastructure. Resource-driven economies sometimes depend on a protectionist environment, whereas knowledge-based economies thrive in a friendly open policy environment, on innovation qualified lab. If the economy means traditionally the science of rarity; resources rarity versus multiple and unlimited needs, the knowledge economy in light of digital technology is an economy of abundance. This is attributed to the fact that knowledge cannot be consumed or exhausted. Rather it multiplies through the transfer to other knowledge. Whereas traditional economy resources are consumables and finite. 10.Pillars of Knowledge based Economy. There are four pillars of a knowledge based economy on it rests, sustains and prospers. These four pillars carry the equal amount of responsibility and are therefore the roots of knowledge based economy. These are:- (a)  Information Infrastructure.It deals with things like effective communication, information processing and spreading knowledge.(World Bank Team 2006) (b)  Economic and Institutional Regime (EIR).It provides benefits in terms of finance for the creation and development of knowledge and also for Knowledge reuse. (c)  Education.This pillar is one of the most important since well educated and skilled people are the main sources for using and creating knowledge effectively. (d)  Innovation.It consists of design, development and diffusion of a technology which is new to society concerned.[9] CHAPTER III KNOWLEDGE BASED ECONOMIES OF THE WORLD AND INDIAN CONTEXT â€Å"Throughout all the years and in everything we do, we have focused most of all on the development of human capacity, beginning with our own professional staff, and leveraging their expertise to enrich the Arab community. We have embraced the concept of the ‘knowledge worker’ and have sought to empower our people and the Arab world’s people to dream, to imagine, and to create.† Talal Abu-Ghazaleh[10] The Singapore Study.â€Å"ALTHOUGH the pace may differ, all [rich] economies are moving towards a knowledge based economy.† The OECD made this claim in 1996 and few disagree.Case in point is Singapore. The Singapore economy grew at an average annual rate of 8.5 % from 1965 to 1997 before the regional financial crisis of 1997-98. It overcame the crisis but then had to reinvent itself in order to meet the challenges of the twenty first century and maintain its record of sustained, rapid growth. Small size clubbed with lack of natural resources brought in critical labour shortages cost rise. This forced an upgrade with focus shifting to knowledge operations. Today Singapore’s status as a most admired knowledge-based city reflects how government policies have successfully negotiated the current global network economy to suit economic changes. Since the independence of Singapore in 1965, the government has successfully deployed technocrats, mainly economists and engineers wh o use their professional and technical skills in government to create and manage economic systems that will further the general good. And government policies at each phase of Singapore’s development have contributed to crafting the Singaporean culture. In recent years, for examples, Singapore’s commitment to knowledge-based economy (KBE) development has won her recognition for being the most admired knowledge city (MAKCi) in the World Capital Institute and Teleos ranking for the two years running in 2007 and 2008. With a population of 5 million and a per capita income of US$48,979[11], the government has successfully funded the growth of industrial parks focused on nurturing innovation in technology and biotech. Singapores universities receive extensive support from the government, helping to make the country an attractive destination for multinationals seeking a well-educated workforce. It has been ranked consistently amongst the top 25 in the World Bank’s Knowledge Economy Index (KEI) in recent years, numbering 23rd in 2012 World Bank comparisons. In a recent survey conducted by its Boston Consulting Group (BCG) consultants, Singapore was featured as one of the world’s most innovation-friendly countries in terms of both inputs (government policies supporting education, workforce quality, infrastructure, and trade) and performance (RD results, business performance, employment growth, and other impacts of innovation). It was ranked as number two in the Global Competitiveness Inde x of the World Economic Forum for 2012 – 2013 behind Switzerland and ahead of Finland, Sweden and the Netherlands[12] and number 4 in the Bloomberg’s Best Countries for doing Business Ratings for 2014[13]. The impressive economic growth record of Singapore in the last four decades has been achieved through continuous industrial re-structuring and technological upgrading (Wong, 2001).Singapore has continuously relied primarily on knowledge transfers through MNCs and foreign talents (Toh et al., 2002). Since the late 1990s, the Singapore government has forged an environment that is conducive to innovations, new discoveries and the creation of new knowledge and one that harnesses the intangibles such as ideas, knowledge and expertise (Ministry of the Arts and Information, Renaissance City Report, 2000). The Singapore experience, however, represents one of few examples of how knowledge can become the driving force of economic growth and transformation. Singapore’s i nformation society development trends have been shaped by its developmental state (Wong, 2004) and in the past decade, the Singapore government is keen to use content and creativity to enter the next wave of development in the so-called ‘creative economy’. [1] Keith Smith. What is the Knowledge Economy? Knowledge Intensity and Distributed Knowledge Bases,  Institute for New Technologies Discussion Paper 2002-6, The United Nations University,  June 2002). [2] John F. Kennedy and Europe by Douglas G. Brinkley and Richard T. Griffiths and Theodore C. Sorensen [3] Oxford Dictionary p 419. [4] Peter F. Drucker, The Age of Discontinuity: Guidelines to Our Changing Society (New York: Harper and Row, 1969). [5] Peter F. Drucker, â€Å"The Next Society,† The Economist (November 1, 2001), http://www.economist.com/node/770819. [6] Charles Leadbeater Welcome to the Knowledge Society, theguardian.com, http://www.theguardian.com/books/2000/feb/01/livingonthinair.extract [7] Beyond The Hype: Intellectual Property And The Knowledge Society/Knowledge Economy Kenneth Carlaw, Les Oxley, Paul Walker, Article first published online: 30 AUG 2006 in ournal of Economic Surveys Volume 20, Issue 4, pages 633–690, September 2006. [8] Business Outlook Michel Henry Bouchet CERAM International Workshop Seminar (2008) [9] http://ratnadholakia.blogspot.in/2010/01/what-is-knowledge-economy.html [10] Talal Abu-Ghazaleh is the chairman and founder of the international Jordan-based organisation, the Talal Abu-Ghazaleh Organization. [11] Singapore Yearbook of Statistics, 2012 [12] WEF: The Global Competitiveness Index Report, 2014-2015, Table 3, page 12. [13] http://www.bloomberg.com/slideshow/2014-01-21/best-countries-for-business-2014.html#slide18

Managing Resources Essay

The learning resource I have chosen is actually also used as an ice breaker for a lesson and then used to build on students communication, reading and understanding skills. The task is used to put students under a time constraint to complete a task of ready and answering simple and possibly trick questions in a short time frame. This resource is not used in a way to trick students but used to then get them to reflect on their ready and interpretation of a question. For example, the first part of the document tell them what they must do and this also asks them to use the space before the number to write their answers. Many students do not do this and proceed to write their answers at the end of the question. When a student is under stress, they may be able to learn skills in much less than the â€Å"usual† time. This is the theory also used in military basic training. It is known as ‘Quick Learning Under Pressure’, it reduces the time it takes to learn a skill through study. This theory has been interpreted under many different ways and Ann Dupuis suggests that under pressure students will gain new skills without taking time to study. Her theory goes onto describe how a Physician caught on a battlefield will under pressure help other people and learn surgery to assist other. I feel this adapts itself to my resource. Many students do not know how to adapt their skills under a timed period such as an exam and placing them under pressure for a short period of 5 minutes will get them later to reflect on their actions. This learning resource however may not be suitable to all students and it is not always used where I am aware of slow reader or maybe people who suffer with dyslexia. The choice to use this is based upon group dynamics and ability. When I thought of designing this resource I took into account how learners who complete this task can reflect on each question and question other peer group member answers. This then is reflected within Kolb’s idea on the learning cycle. Kolb works on a four stage cycle of Concrete Experience, Reflective observation, Abstract Conceptualization and Active Experiment. The experience side of things is the student actual having to complete the task. The reflective observation is covered by completed a group review of the answers. So at the end of the 5 minutes I will lead the students through the questions and statement finding out the students answers and getting them to reflect both personally and as a group on what they had originally written. Now they are reflecting are they changing their mind about the answers? Do they see their initial error when reading the question? The 3rd stage Abstract Conceptualization is then covered by the students looking at the task and ideas or concepts of others around them. The other student interpretation of the questions. The student will then process this information and is able to make a more informed decision. Final the Active Experiment part. 9/10 students want a copy to take a way and try on friends and family so they can put their new skills or understanding into practise of others. This theory is adapted from Kolbs 2006 theory which he updated added extra reasoning behind the 4 main stages. The learning resource once we have gone through the answers can now have the idea and new acquired skills in practising exam questions or exam papers under timed conditions. It also teaches the students not to read something once and immediately think the understand what is being asked of them. When I am moving on from this learning resources onto practise exams I am conscience of the different learning styles I have in the room. I have to ask myself what type of learning styles I have in the room. Do I have the reflector, the theorist, the activist or the pragmatist? The understanding behind this is designed by Honey & Mumford. They came up with these 4 titles. Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step by step way. They tend to be perfectionists who like to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive in their thinking. Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards. They like working with others but tend to hog the limelight. And finally; Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. The one good thing about this resource is as long as I have it on paper to hand out (good planning) I don’t need any other resource or technology. I have used this learning resource as a back up lesson in the past when either our computer systems have gone down, or I have arrived at a venue that does not have ICT facilities of some way of showing resources on a smart board or projector. This learning resource is shared out so widely. As mentioned earlier many students ask for a copy to take away with them so I ensure I always have spares to hand to give out and share the experience. Even if it is just for fun.! The main learning outcomes are to show the students that they need to read the question carefully, even if under pressure. To look out for trick questions or two part questions. And finally extracting the information out of the question that is not relevant to exactly what is being asked of them. In relation to legal requirements, this learning resources has been adapted from a many similar styles. I have used a number of my own questions, however I have added questions I have seen elsewhere and this includes from magazine riddles for fun and other websites. This resource has been changed several times and questions replaced with what I felt where better one to get the students thinking more. This then I believe fall under my Intellectual property right. This is the ownership of ideas or work. Copyright is different as copyrighted material means information created by someone else and a you are not allowed to copy it without the owner permission which may incur costs. An easy understanding of this would be music. If I brought a cd from a store and copied it onto a blank disc and then sold it I would be breaking copy right laws as I am selling something someone else owns. This is the same with learning materials.

Magical Answers to Presentation Subjects Uncovered

Magical Answers to Presentation Subjects Uncovered New Step by Step Roadmap for Presentation Subjects If you wish to begin and browse some available course options have a look through our college courses. Rules for boys who would like to date by using their sister. If you would like to give the correct impression, and if your training presentation will be utilised in a manner that warrants the expense, it is an excellent concept to involve an expert presentation designer. For example, if you're having a presentation for children, choosing Comic Sans may be an excellent idea. The Hidden Gem of Presentation Subjects You also have the time to include more complex attention grabbers like short videos and animations. You can make an effective slide presentation for virtually any period of time, if you understand how. Not all slides are made equal. If possible, possess the title slide on the screen prior to your presentation starts. What to Expect From Presentation Subjects? Text books ought to be replaced by I-Pads and internet resources. Below are a couple of technology related topics and templates which you might discover useful. If you don't have a great deal of knowledge of the various sites and blogs, it is possible to always do a very simple search or try out some on-line services such as Google Trends to take a look at the newest buzz and see which topics are in demand. Moreover, presentations should not consist of content which might be deemed inappropriate for someone. The very best thing about it's that all you will need is an easy computer and internet connection to receive connected. If you're requested to provide a quick presentation, you will want to allow it to be snappy in order for your audience will remember it. It is going to be better in case you consider and understand your audience. When creating a quick presentation, don't forget that it's important to understand your audience well. But What About Presentation Subjects? Therefore, if you take up our essay help solutions, you find yourself with a perfectly written essay. Irrespective of the intricacy of the topic you're working with, we can help you earn a winning presentation for you. You can pick any of the suggested topics to produce an intriguing college presentation. If you're confident about your subject, you might relish your moments in the limelight. It's much east to speak about humor when you're in a humorous mood. No worse approach to begin your presentation late whenever your audience is all fidgety. If you're excited about the subject, then your enthusiasm is guaranteed to come across in your presentation. Not only are you able to design beautiful and fun presentations using animation, but it's a phenomenal approach to showcase your creativity, which is likely to impress any audience. You should repeat the principal ideas throughout your presentation so the critical points stick! There are a thousand of presentation tips for college students you're able to use online. On-line education is simply as great as classroom learning. Students prepare presentations for many reasons, including some basic slides for important topic so they can review the training course content quickly at the right time of examination. Things You Won't Like About Presentation Subjects and Things You Will The Infinite Skills PowerPoint course can help you make a strong template. Presentation skills refer to all the qualities you should produce and deliver a very clear and powerful oral presentation. Practice provides you an opportunity to truly polish your presentation. However fascinating your PowerPoint is, you is going to be the most important focus. Presentations are a helpful tool for virtually any college student. You should remember to make your PowerPoint presentation effective and memorable. Furthermore, little and persuasive PowerPoint presentations must be concise. The dilemma of interest to the topic selection becomes aggravated further every time a guide demands the range of a new and latest topic or subject. Keep your eyes, ears and mind open until you truly feel confident that you've chosen the proper topic. However good a template is, it won't ever bring all your ideas together the way that you can. Specifically, you have to know how to answer questions. After you choose the subject, it's necessary for you to revolve around the principal points of the speech. To get you started, we've prepared a comprehensive collection of 100 topics to have you thinking. Better think about and produce the list of the things you like talking the most. What Is So Fascinating About Presentation Subjects? For entrepreneurs and company leaders, the capacity to deliver an awe-inspiring presentation is a competitive benefit. As a college or university student, you'll have to write quite a few presentations in the duration of acquiring your degree. When choosing presentation subjects for business, you've so much that you're able to draw from. The work of business is simply business 73.

The Holocaust 86 Years Later - 1534 Words

THE HOLOCAUST: 70 YEARS LATER Sacrifice by fire. The Greek definition of the word Holocaust still serves as a haunting reminder of the tragic campaign waged by the Nazis during World War II, and their â€Å"systematic, state-sponsored persecution and murder† of six million Jews and others who didn’t fit the specific vision or â€Å"perfect race.† Adolf Hitler, the known anti-Semitic Nazi leader, viewed the Jews as an inferior race and threat to what he viewed as racial purity. Under the guise of the war, Hitler’s solution revolved around mass killing centers constructed within the concentration camps of occupied Poland. One man’s orchestrated views and beliefs became a living nightmare for millions. According to author Doris L. Bergen, â€Å"approximately 95 percent of the Jews killed between 1939 and 1945 lived outside Germany’s prewar borders. The Nazis used the war as a cover and excuse for the acts of murder. In the minds of Hitler and his associates, the only thing that could save Germany from collapse was the total removal of Jews and Jewish influence. Prior to the Jews, the first large-scale killings under the â€Å"Euthanasia Program† targeted the mentally and physically disabled. And during the attacks of Jews, European Gypsies, Jehovah’s Witnesses, homosexuals, Communists, Socialists, Afro-Germans, poles, Christian church leaders and many more unwanted people were attacked and persecuted. ORIGINS Doris L. Bergen writes that â€Å"antipathy toward Jews in Europe dated back much furtherShow MoreRelatedNight And Dawn : The End And The Beginning Of A Day1667 Words   |  7 PagesNight and Dawn. The end and the beginning of a day. Elie Wiesel, Holocaust survivor, noted author and recipient of the Noble Peace Prize, writes of both the darkness of the Holocaust and of the dawn of its ending. 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