Faraj and Xiao contend that coordination practices of fast-response organizations differ from typical groups' structures, decision-making processes and cultures.

1) Expertise is distributed 2) Coordination practices are cross-boundary 3) Knowledge differences are magnified

Summary of paper focus

This applies to universal KG in particular. Domain specific KGs can have any level of complexity - can they still be called knowledge graphs then?

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

There is a thing which we call Federated Wiki, that challenges how we produce knowledge : http://federated.wiki/federated-wiki-introduction.html

Building a knowledge commons, alike http://wiki.ecolise.eu/index.php/A_knowledge_commons_for_community-led_action_on_sustainability_and_climate_change

A cash crop or profit crop is an agricultural crop which is grown to sell for profit. It is typically purchased by parties separate from a farm. The term is used to differentiate marketed crops from subsistence crops, which are those fed to the producer's own livestock or grown as food for the producer's family.

The neocolonial nature of the research performativity regime and its epistemological dominance.

neoliberalism and the transformation of knowledge and knowledge work

Other early work focused on organizational attributes, like how information goods were produced with flat/informal hierarchies, community values/norms, and governance structures.

Benkler's early work studied "the role of non-exclusive property regimes and more permeable organizational boundaries" for knowledge products.

knowledge worker definition

6 key principles of experts' knowledge

1. experts notice features and manful patterns of info
2. experts have abilities to make sense of the content based on prior knowledge that is organized in some ways
3. experts' knowledge is not isolated and it related to context.
4. experts have abilities to flexibly retrieve important aspects of their knowledge.
5. experts may not have abilities to teach others
6. experts have flexibilities in their approach to apply to new situations.

So if you don't generate new knowledge in the field you aren't a scientist? What that mean for the earlier paragraph about the PhD and completion of a block of instruction/training to call yourself a scientist?

For biospheres (as autonomous agents): expanding into the adjacent possible, at a maximized but secure rate, will put them in an advantage in evolution.

For an idea (in Popperian World 3): knowing its 'genes' and the boundary it operates within leads to the exploration of the adjacent possible. This is before it can start 'evolving' in the complex game of idea development.

The utter solitariness of Christ is reminded here. All external human efforts can only teach and talk about Christ objectively, that too only to a certain limit; they can only tell about him in a mere mental and propositional way, not an inch more. All true knowledge of Christ and any subjective comprehension can only be initiated by God himself by the work of the Holy Spirit ; through the means of the Word of God. This is revelation, revealed truth.

Hyper Knowledge

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https://youtu.be/z-2pXcwUv9Q

when, where, why, how- what they mean and how to find them

key events

definitions of character, setting, and event differentiation between story elements

It is important for student to be able to formulate their own opinions about the text but also to know how those opinions differentiate from the narrator and also the characters in the story.

The students must have the skill to compare and contrast. The knowledge comes in when the student has to know the information that is needed to compare and contrast.

Knowledge--a student must be able to understand the story in order to describe the structure of a story.

the knowledge comes from being able to understand key details in a text while the skill comes from being able to ask questions and answer questions using the knowledge they have.

To highlight the differences you could compare an encyclopedia on arachnids to a fable about Anansi the African trickster spider character.

This requires students to have knowledge of various elements of narrative texts and informational texts.

When ever any lottery work to me. mentions the fording fruit, I always pay careful attention to the context and scene it pertains to. Forbidden fruit is a highly connotative term that draws in instant allusion to Adam and eve in the Bible. I found its use in this scene to be very interesting and narrative, the forbidden fruit in this case seems to be knowledge/information/stories. Sometimes knowing to much can be bad, knowledge can awaken one as much as it can lead one to damnation.

I think of myself as a Moffett guy, in that early on in my teaching I found the notion of "Teaching the Universe of Discourse" and exciting and clear map for building curriculum and for assessing my students' progress at any moment. I learned to focus on a balance of the different kinds of writing in the UNIVERSE of discourse. When I began to think about what it meant to teach digital writing, I returned to Moffett's notion of looking at the range of possibility. And as the words here, "ever-changing" and "landscape," suggest, we can constantly be thinking about what to include in our digital curriculum. Snapchat? Instagram? Is blogging still an important part of the landscape? What does it mean to have more characters available on Twitter? Do my students need more time in something like a Google community with short, interactive online conversation or do they need to slow down a bit and create a web page? It's exciting to be playing in this field, and it's even more exciting when youth recognize that they can choose where they want to play and make a difference digitally as well -- and what they need to learn to have an impact digitally.

In my engagement "Individual and Society", we center our discussions around the importance of one over the other and its pros and cons. With this phrase, it is definitely obvious that the importance of unification is crucial to our human existence. We cannot survive off of merely being here but rather incorporating the values and teachings of those who come before us. Granted we use current knowledge and beliefs to tweak these ideologies and we often times make them our own. But it is imperative that we give credit to those who set the foundation for us to discuss and challenge what we hold as human truths. - Kayla Thomas

Education is highly valued for the founders of the University. Their belief that each generation will pass increasingly more amount of knowledge to the next is still evident in today's societies. However, their use of "indefinitely" is highly doubtful as they limit their extent of knowledge by restricting access to the University to only men. Today, knowledge is also evidently lost as humanity reduces the diversity in human society as well as the natural world. In order to fully emerge in an indefinite scale of acquiring knowledge, boundaries cannot be set as the writers of this report did, and acceptance of all forms of resources is necessary. -Yuki Zheng

I wonder about weak vs strong ties. This strikes me as a difference, i.e. heterogeneity. I also wonder about knowledge network analysis...maybe this is about how knowledge travels.

When I read this blog, I thought about how knowledge comes to mature academics. When we are junior, we spend a great deal of time reading the specifics of articles and texts. Do we do the same as senior academics? Or does knowledge come to us via our networks? We talk to people at conferences or exchange ideas via email or other digital means? Just wondering if knowledge networks change over the life course of an academic?

Connections is the key thing, in a world of information abundance. How do we trust those connections, understand them, and act on them?

I owuld consider this knowledge becuaseif studetns are able to indeitfy feelings in books and literature they will beb able to make connections to their own lives and how they feel.

What do we mean by knowledge based economy?

content knowledge

Important fact about educators with deep pedagogical knowledge.

The TopicQuests Mission

Knowledge Building and networked knowledge ecologies would be more updated and current examples of open learning?

Scardamalia & BEreiter (2014) http://ikit.org/fulltext/2014-KBandKC-Published.pdf

Knowledge ecology: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8D310E62BF5DC284DA14B5A6CE9F762E?doi=10.1.1.612.6430&rep=rep1&type=pdf

How does quote fit the idea of knowledge commons. We are the individual monks and the commons is the mind moving? Not just your mind, not just my mind, but 'all mind'?

This jumps out at me as a major difference between the two systems of learning. Indigenous: highly contextualised with a strong sense of place versus Western: pedagogy deals with content in the abstract in spite of attempts to contextualise. What do you think?

Check this out.

But isn't this all knowledge, according to Locke's tabula rasa and Hume's empiricism?

"The superiority of Scientific Evidence Reexamined":

"Allow me now to ask, Will he be so perfectly satisfied on the first trial as not to think it of importance to make a second, perhaps u third, and a fourth? Whence arises this diffidence'! Purely from the consciousness of the fallibility of his own faculties. But to what purpose, it may be said, the reiterations of the at-tempt, since it is impossible for him, by any efforts, to shake off his dependence on the accuracy of his attention and fidelity of his memory? Or, what can he have more than reiterated testimonies of his memory, in support of the truth of its for-mer testimony? I acknowledge, that after a hundred attempts he can have no more. But even this is a great deal. We learn from experience, that the mistakes or oversights committed by the mind in one operation. arc sometime!-., on a review, corrected on the second, or perhaps on a third. Besides, the repetition, when no error is discovered, enlivens the remembrance, and so strengthens the conviction. But, for this conviction. it is plain that we are in a great measure indebted to memory. and in some measure even to experience." (Campbell 922)

This is a persistent view both since Campbell and preceding Campbell. Of course, it is predicated upon Campbell's previous divisions concerning imagination, passion, understanding.

Again, one of these words that fits in with the "black box terminology" category. Though Campbell believes that history is dignified by "knowledge," the reality is that what we (I suppose both individually and collectively) "know"about history is completely dependent on who we are, where we are, and when. In fact, understanding history requires as much conjecture, if not more, than trying to understand the future. While we may "know" supposedly objective facts (i.e. dates, names, places, etc.), it's rather impossible to truly comprehend or empathize with the motivations, opinions, interactions, and social/cultural/political/economic mechanisms that drove individuals, groups, and the course of history. And so it would seem that hindsight is anything but 20/20.

The comparison of a dog and a child is a very useful way to explain, not only the notion of experience and how we come to adapt to the world, but also in saying that without experiencing human interaction being given to us, we truly are no different than beasts. Feral children and all that jazz.

Couldn't it be a combination of both? One has to be naturally comfortable speaking in front of others, but it is also necessary that they be trained in how to best do this.

Using linking words makes a students writing much more fluid. An idea that comes to mind when thinking about fun ways to teach linking words is to play a game with the entire class. As the teacher, come up with the beginning sentence of a story. Then, have students popcorn continuing it on by using the linking words and phrases. This way they can have a fun creative way to learn something that may otherwise seem boring.

Decoding words is an essential skill. When a student has difficulties with decoding, they have issues with accuracy and comprehension in reading. These problems can relay over into math when it comes to word problems too.

This is important because it allows for them to use their current knowledge of vocabulary and context clues to determine the meanings of new words.

Really think upon this: if knowledge is in some sense contextual and historical, think of what we do not know. That is, imagine that there is an inaccessible library somewhere filling up in equal measure and at the same rate as the library we can access.

Makes me think of the Jungle Book. One of our brilliant teacher's rants: How the hell does Mowgli know/understand the concept of language?

Just wanted to point out what Nathaniel said in class about how parents do not acknowledge a child saying "dog" as learning until the child can point to a dog while they say the word. I think that was an excellent, and very simple, way to explain how language in important to knowledge.

I find myself questioning the use of the word "Knowledge" in this passage. Whenever I come across the word knowledge or its cousin wisdom, I immediately think of the saying, "Knowledge is knowing that a tomato is a fruit, wisdom is knowing not to put it in a fruit salad." It seems to me that sense impressions would lean more on the side of wisdom than knowledge. Would this distinction make a difference?

As a Software Engineer, I can only say: Been there, done that!

Indeed, knowing about it helps a lot! Awareness is the key.

Living The Way of Knowledge

What is Knowledge?

What is The Greater Community Way of Knowledge?

Living The Way of Knowledge

What is Knowledge?

What is The Greater Community Way of Knowledge?

Living The Way of Knowledge

What is Knowledge?

What is The Greater Community Way of Knowledge?

What is Knowledge?

What is Knowledge?

What is Knowledge?

Living The Way of Knowledge is the New Message Teaching on how to bring the grace, the guidance and the power of Knowledge into the Four Pillars of your life: The Pillar of Relationships, The Pillar of Work, The Pillar of Health and The Pillar of Spiritual Development. Like the four legs of a table, the Four Pillars provide the stable foundation for building a greater life in an unstable and uncertain world. Living The Way of Knowledge presents one of the great practices in learning and living the New Message from God. By building the Four Pillars of your life, you develop a true foundation and a greater certainty, stability and direction in your experience. It is the great wisdom in Living The Way of Knowledge that will provide the day-to-day insight needed as you pass through the great thresholds on the journey of discovering and following Knowledge.

What is Knowledge?

What is The Greater Community Way of Knowledge?

Tacit knowledge is that which has not be codified (e.g., written down, archived, shared, etc.).

Here is a helpful link on different types of knowledge: http://www.knowledge-management-tools.net/different-types-of-knowledge.html

"Though your senses will perceive the form of things, your heart will experience the essence of things, and this is how things will become known. Once they are known, you will realize how you are to participate with them. Thus, all your faculties of mind will be utilized for one great purpose, for Knowledge will utilize all your faculties and the faculties of the world for the redemption of the world, which is the redemption of Knowledge within the world."

Steps to Knowledge, Step 273 http://stepstoknowledge.com/steps/Step273-My-Teachers-hold-the-memory-of-my-Ancient-Home-for-me.htm

And here is the definition from Webster's Dictionary: http://www.merriam-webster.com/dictionary/knowledge

It may be easy to argue by induction, but what is actually going on?

Let's take a group of three children for a larger example: Abe, Ben and Cindy. Let's denote the situation "Abe has a clear forehead and Ben and Cindy have muddy foreheads" as [OXX], and so on.

Before the teacher tells them anything, Abe knows that either [XXX] or [OXX] (because he sees the mud on Ben's and Cindy's foreheads). If [OXX] were the case, Ben would know that either [OXX] or [OOX]. If [OOX] were the case, Cindy would know that either [OOX] or [OOO].

This picture demonstrates the situation.

The teacher's announcement makes it common knowledge that [OOO] is not possible. Then if Abe supposed [OXX] and provided that Ben supposed [OOX], Cindy would be sure that [OOX] (meaning she has mud on her forehead). After the first call, she doesn't stand up so we know that if Abe supposed [OXX], in that idea Ben could no longer suppose [OOX] and would be instead sure that [OXX] (meaning he has mud on his forehead).

This example suggests that the children don't need the general notion of common knowledge to efficiently reason whether they have muddy foreheads. It suffices to use any chain "Abe considers possible that Ben considers possible that Cindy considers possible etc.". that visits every child exactly once in an arbitrary order.

Incidentally, this straightforward approach is taken by Phoebe towards Chandler in the episode 5x14 titled "The One Where Everyone Finds Out" of the TV show Friends:

I'm really looking forward to you and me having sexual intercourse.

As pointed out by James Miller in his video introducing the concept common knowledge, this episode contains a nice informal demonstration of the concept.

Cultural knowledge is a very broad topic hidden from the view, but is also very important because we use it constantly to generate behavior and interpret our experience

Cultural knowledge – what people know (ex. Grammatical rules for a language, meaning of space, lines and columns, how to feel when reading jokes, etc.)

Ethnographers deal with three fundamental aspects of the human experience : cultural behavior, cultural knowledge, and cultural artifacts

cultural knowledge

Acquired knowledge people use to interpret experience and generate behavior

Page 10

Borgman on the relationship of knowledge mobilization scholarship, similarities and differences:

once collections of information resources are online, they become available to multiple communities. Researchers can partner across disciplines, asking new questions using each other's data. Data collected for policy purposes can be used for research and vice versa. Descriptions of museum objects created for curatorial research purposes are interesting to museum visitors. Any of these resources may also be useful for learning and instruction. nevertheless, making content that was created for one audience useful to another is a complex problem. Each field that is on vocabulary, data structures, and research practices. People ask questions in different ways, starting with familiar terminology. Repurpose sing of research data for teaching can be especially challenging. Scholars goals are to produce knowledge for their community, while student schools are to learn the concepts and tools of a given field. These two groups have different levels of expertise in both disciplinary knowledge in the use of data and information resources. Different descriptions, tools, and services may be required to share content between audiences.

The "business" of univeristy?

Great quote here on how scholarship and knowledge mobilisation have difficulties interacting.

never the less, making content that was created for one audience useful to another is a complex problem. Each field has its own vocabulary, data structures, and research practices. People ask questions and different ways, starting with the mill your terminology. The repurposing of research data for teaching can be especially challenging. Scholars goals are to produce knowledge for their Community, while students goals are to learn from the concepts and tools of a given field. These two groups have different levels of expertise in both disciplinary knowledge and the use of data and information resources. Different descriptions tools and services may be required to share content between audiences.

Page 10

descriptions of Museum objects created for curatorial and research purposes are interesting to museum visitors.

Borgman on the intersection of popular Outreach / knowledge mobilisation and scholarship.

One might think that those other languages are well-represented. People connected with the Open Knowledge Foundation are currently tackling this very issue. Here, Open Education isn’t just about content.

VIA EFF

Open access: All human knowledge is there—so why can’t everybody access it? (Ars Techica)

Excellent report on the state of academic publishing— and why so much of it is still locked down.

NOTE

if we can Not access the works we fund, we can Neither annotate all knowledge.

And this case, it may pertain the most crucial body of all our knowledge — the knowledge upon what we are to found our own futures for us all. What is to be recognized as "the Human knowledge", whilst yet unknown by almost everyone us Humans ourselves.>

Paper concludes that effort affects the knowledge grade positively and significantly across all specifications. This is evidence that more student effort does lead to increased learning.

Humanity entered full forgetfulness to learn "and know its fruit for what it really is" to develop the strength so as to use the knowledge as a perfect expression of God...

The timing of the fruition of realisation of this Knowledge comes from my True Self, God within............. true Intelligence, Gods Idea... expressing and birthing the conscious awareness of the aspect of God, Me.........

p. 4 makes a distinction between knowledge and information and seems to understand information as being organisation of knowledge (actually is maybe confused a little about the distinction)

Information is not the same thing as knowledge, though the two concepts overlap. Knowledge refers to ideas and facts that a human mind has internalizedand understood: how to fix a flat tire, the names of a really good dentist, speaking French. Acquiring knowledge means absorbing a lot of information--for example, how to use French irregular verbs correctly. Often the mind acquires and organizes such information in a spontaneous and even subconscious fashion, the way a child learns to speak or a taxi driver knows her way around town. At other times, the acquisition of knowledge requires studying, a slow and difficult process. The amount of knowledge that a human mind can possess is truly extraordinary, but it is not infinite, nor is the mind reliable. Hence the need for information. As society becomes more complex and its interactions speed up, access to information becomes increasingly important. Education was once focused on learning, that is, on acquiring knowledge; it now stresses research skills. What matters is not knowing the answer, but knowing where to look it up. And that means the information is (one hopes) out there, readily accessible.

Nice!!!

This standard requires students to be able to describe how reasons support specific points the author makes in a text by determining the key details in text. Also, they students should be able to describe the author's purpose and how it supports comprehension.

This standard requires students to know how to explain the speaker's reflection on a topic and how that impacts the theme. Also, the students should be able to write a summary by using details from the text.

This standard requires students to know what an illustration is and how they are different from the words in a text. The skill required of students is making connections between the illustrations they see and the story that is being told. A good book for this standard would be No David! The story in this book is mostly told through pictures while the words on the page say things like "No, David!"

This standard requires students to know how to read and to know the role of the author of a text. The skill required is students having to find a meaning in the text that is not worded on the pages. This standard requires students to think deeply about the text in order to find the author's purpose in writing it. A good text to use for this standard would be Green Eggs and Ham. Students would have to think about how the green eggs and ham could relate to their own lives. The main point of this story is fairly easy to understand, it is that you should try food before you say you don't like it, something many elementary students may be able to relate to.

This standard requires students to know and remember what happens in two different texts. The skill is that students must compare the two texts and talk about them together rather than individually. Two books that would be good for this standard are Brown Bear, Brown Bear and Polar Bear, Polar Bear. Though these books are different it is fairly easy to see their similarities. While Brown Bear, Brown Bear, focuses on colors and animals, Polar Bear, Polar Bear focuses on sounds and animals.

In order for students to accomplish this standard they must know what happened in the story and remember specific details. The skill this standard requires is to think about the text as a whole in order to figure out it's main topic. A good book for this would be "brown bear brown bear." Students would have to figure out what is reoccurring in the novel in order to find it's topic. The repeated topics are colors and animals.

Grade 4 students must be able to pull information from both the text and from their existing knowledge to figure out the meaning of new words and phrases.

This common core standard for literacy for third graders reflects their knowledge on not only recounting and recalling several variations of stories, but also using what they know about different cultural practices to identify a central message or moral.

With the use of scaffolding teachers help kindergarteners further develop both their knowledge in stories kindergarteners have previously heard/read as well as their skills in retelling the key details of the familiar story. Recalling a story's major events, characters, settings, sequential details, etc. require kindergarten students to tap into their prior knowledge and skill sets in accurately retelling a story.

First graders must know the definitions and understand the terms character, setting and event.

Grade 1 students must know the definitions of characters, settings and major events.

This is knowledge because the students have to know what the meaning, tone and beauty of a text means and it is also a skill because then they have to be able to write about it

This is both knowledge and a skill because it is knowledge because the children have to know what summarize means and it is a skill because they have to be able to summarize the story or poem.

This is knowledge because they need to know different traits and feelings of people and it is also a skill because they need to remember the trait and be able to write about it.

This would be a knowledge because the students need to know about different cultures and what their traditions are like

Fourth grade students must have knowledge about what a theme is. They must be able to use this knowledge to identify the themes of multiple pieces of literature.

They must also have the skill to pull out key details of texts in order to summarize story-lines.

Fifth grade students must know the definition of third-person point of view omniscient, third-person point of view limited, first person point of view, and second person point of view.

Students must also have the skill set that allows them to understand how these different points of view effect the way a particular text is told.

A third grade students must have the skill to understand that some words have multiple meanings. They must also have the skill to use a dictionary so that they can look up the definitions of words.

These students also need the knowledge that allows them to understand that things are not always meant literally.

A second grade student must know the definition of characters, challenges, and major events.

They must have knowledge about reactions and how events play a role in how characters develop throughout a story.

They must have the skill to identify the actions of characters and what events or challenges occurred in a story.

A good lesson to go along with this standard would be to read a book and then make a cause and effect chart as a class. This can help students identify the reactions of a character and what caused them to react this way.

This would require that students have the knowledge of different points of view in a text and how to identify when the point of view changes.

A good story to help practice this skill is Me First by Helen Lester. Most of this story is told by the narrator, but there are parts of the story that switch and are told from Pinkerton's and the Sandwitch's point of view. The classroom teacher can have students identify when the story changes point of view and how they knew that this was happening.

In younger grades it is very important for teachers to pause periodically while reading a story so that students have an opportunity to ask questions that they may have or make predictions about what they think may happen and what details in the story make them think this. Teachers can help students to come up with predictions by asking them questions about things that have already happened in the story. This helps students to stay engaged in and will also help them to answer questions that the teacher asks after the story is over.

In order to do this skill students must have knowledge about what key details are. Without this knowledge, students may try to retell the story using details that are not important to the plot.

A good story to exercise this skill is Goldilocks and the Three Bears because there are three key details that lead to the bears discovering Goldilocks in their bedroom. As the story is being read, the teacher can pause after Goldilocks tries all of their oatmeal and have students predict what might happen next. The teacher can also have students talk about how they would feel if they were the bears and discovered that someone had been in their home.

After the story is over, the teacher can ask the class to describe the three things that Goldilocks did in the bears' home.

Kindergartners must be able to retell a story that has been read to them in the past that includes key details.

To help students exercise this skill, teachers can read two books from the same series. For example, "Mrs. Bindergarten Gets Ready for Kindergarten" and "Mrs. Bindergarten and the 100th Day of School." These books would be read at separate times, but after the second book is read, the teacher can ask students what Mrs. Bindergarten did in the first book, and then have them explain what she did in the second book. I believe these books would be useful for this skill because they share the same character which will help to spark the students' memories.

In order for students to master this skill they must have knowledge of different stories so that they can retell them. They also must have the knowledge of what it means to retell a story.

When students are able to understand the difference between the beginning and end of the story, they know the beginning introduces the story and prepares the reader for what is to follow. Students know that the end of the story concludes the action.

1st Grade students must have the knowledge of what makes a character different than a setting. Knowledge of these definitions and parts of a text is crucial to being able to describe what is going on.

Looking at a Strega Nona book that has many elaborate characters and scenes could be very helpful. Ask students who is the character on this page? What is the setting on this page?

Like in life, characters In texts have different perspectives and teaching this is crucial! 2nd grade student must be able to look at individual characters and where they are coming from. A good example to use would be the text My Mouth is A Volcano because the teachers view of the boy is different that the classes view of the boy, and the boys perceptions of what he is feeling.

Fourth graders must be able to remember the character, setting and events in the story as well as specific details

Second graders must be able to recognize patterns like rhyme and repeated lines and alliteration.

Third graders must know who the characters are in the story and what unique characteristics they each have.

Third graders must understand what happened in the text and remember specific examples.

First graders must understand and remember what happened in the story.

Second graders must know the characters, settings and events in the story.

This is when the students understand the difference between the author of the story and the narrator. The students know that the narrator is the story teller, which is the voice of the story in which the story is told. The students also know that the author of the book is the person who wrote the book.

A kindergarten student needs to be able to identify who wrote the book and who drew the pictures. This would be knowledge.

A kindergarten student must know the definition of a illustration.

This idea of third grade students being able to explain how illustrations helps the author make his or her points apparent to readers is knowledge. The students should be able to make inferences and create understanding with reasonable explanation and support for their ideas.

These two standards show the difference in skill and knowledge that a student should have from the end of kindergarten to the end of first grade. In kindergarten the student should be able to compare and contrast elements of familiar stories with prompting, but by the end of first grade students should be able to do this with all stories by only illustrations, and without any prompting. This is a good example of how the expectations work on the same skill, but become a more difficult task as the students progress through each grade.

In order to fulfill this, second graders must demonstrate knowledge of characters, setting, and/or plot to be able to show their understanding of it.

A third grade student must be able to refer certain parts of a text using specific terms.

A kindergarten student must know a definition of a character

Multiple senses should be activated in a museum environment

Important that academia is in this space. It's also important that annotations and connections can be open as this is how knowledge spreads and grows.

Schools are really concerned about the cash rather than the children they raise money for pink slime!

Again from previous sharing he comes back to supporting Paul to understand that this type of communication is in 4d, not 3d.... I hear Raj say that when we stand at the Door, in our Conscious Being, this is where Wisdom, Truth and Knowledge flow from and this isn't stored in our thinking mind yet is available to us always if we are Conscious.

I love that they recognize Susan as an attribute to the FoK even though they acknowledge her lack of historical content.

Trades can be very much culturally shaped; for example many of my Albanian relatives are in the restaurant business- allowing me access to knowledge about the hospitality world that someone else may not know. Interesting to think about how these trades become apart of a persons "funds of knowledge".

It's interesting to think of the parents' "funds of knowledge" being dependent on their children in some instances such as the government visits mentioned above. While these children may be gaining a different piece of knowledge (legalities, policies) parents are learning that their children are a form of resource. However can this crutch of children as resources limit the parents interconnectedness with their new environments?

These funds of knowledge are helpful in understanding the community which is being studied and reflect ..."a comprehensive understanding involving the whole person or people that rather than receiving this information it is based on activity with the world..." similar to page 33.

hermeneutical approach versus positivist approach