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1)  knowledge intergrowth
知识共生
1.
The utility configurations of innovative information are closely related with the knowledge-value-transformation in the process of endogenous growth; it is mostly represented as knowledge intergrowth, and has direct effects to the formation of knowledge supply chain (KSC).
科技创新性信息的效用形态与内生增长过程中的知识价值转换相关,表现为知识应用环节的非线性知识共生,直接影响知识供应链的形成。
2)  Knowledge Share
知识共享
1.
Rapid Product Developing and Implement Based on Technology Alliance to Support Knowledge Share;
支持知识共享基于专有技术联盟的产品快速开发与实现
2.
The study of the relationship among corporate culture,knowledge share and core capability——an empirical research based on the corporates in west-south China;
企业文化、知识共享及核心能力的相关性研究
3.
A Knowledge Share System for the Management of Software Reuse;
面向软件复用管理的知识共享系统
3)  knowledge sharing
知识共享
1.
Practice and effect of a reading meeting to realize knowledge sharing;
开展读书报告会实现知识共享的做法与效果
2.
Game analysis of knowledge sharing based on fairness preference theory;
基于公平偏好的知识共享博弈研究
3.
Research on collaboration model in supply chain based on knowledge sharing;
供应链环境下基于知识共享的协作模型研究
4)  knowledge-sharing
知识共享
1.
Research on knowledge-sharing strategy and stimulation measure among intelligent units in knowledge-based enterprise organism;
知识型企业生命体智能单元间知识共享策略与激励措施研究
2.
Analysis of employees tacit knowledge-sharing in enterprises;
企业内员工隐性知识共享分析
3.
Analysis of Tacit-knowledge-sharing on the View of Static Game;
博弈视角下的师徒隐性知识共享分析
5)  Creative commons
知识共享
1.
From“All Rights Reserved”to“Some Rights Reserved”——Analysis of“Creative Commons”and Creative Commons Protocol;
从“保留所有权利”到“保留部分权利”——解析“知识共享组织”及“CC”协议
2.
New Idea of Copyright:On the Creative Commons License;
版权问题新思路:知识共享协议
6)  Public Knowledge
公共知识
1.
Journalism:From Ideological Propaganda to Public Knowledge;
新闻:从意识形态宣传到公共知识——知识社会学视野下的媒介研究及其理论意义
2.
Deconstruction of “Public Knowledge Management Science”;
“公共知识管理学”解构——兼与龚蛟腾等同志商榷
3.
It is different from the public knowledge and dominates teachers teaching methods.
“教师个人知识”是教师个人在具体的教育教学实践中通过自己的体验、沉思、感悟和领会从而总结出来的有别于“公共知识”的实效性知识,它实质地主导着教师的教育教学行为。
补充资料:不共生
【不共生】
  谓六根六尘和合名之为共。前云不自生,则是根不能生;又云不他生,则是尘不能生。根尘各各既不能生,根尘相共又焉得生,故名不共生。
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