Reference.com

1,007 results for: know

Displaying 4 best matches. Browse all 1,007 results below.

Know-Nothing movement

Columbia Electronic Encyclopedia - Cite This Source

Know-Nothing movement, in U.S. history. The increasing rate of immigration in the 1840s encouraged nativism. In Eastern cities where Roman Catholic immigrants especially had concentrated and were welcomed by the Democrats, local nativistic societies were formed to combat "foreign" influences and to uphold the "American" view. The American Republican party, formed (1843) in New York, spread into neighboring states as the Native American party, which became a national party at its Philadelphia convention in 1845. The movement was temporarily eclipsed by the Mexican War and the debates over slavery. When the slavery issue was temporarily quieted by the Compromise of 1850 nativism again came to the fore. Many secret orders grew up, of which the Order of United Americans and the Order of the Star-spangled Banner came to be the most important. These organizations baffled political managers of the older parties, since efforts to learn something of the leaders or designs of the movement were futile; all their inquiries of supposed members were met with a statement to the effect that they knew nothing. Hence members were called Know-Nothings, although there was never a political organization bearing the name. Efforts were concentrated on electing only native-born Americans to office and on agitating for a 25-year residence qualification for citizenship. Growing rapidly, the Know-Nothings allied themselves with the group of Whigs who followed Millard Fillmore and almost captured New York state in the 1854 election, while they did sweep the polls in Massachusetts and Delaware and had local successes in other states. The disintegration of the Whig party aided them in their strides toward national influence. In 1854 they looked toward extension into the South, and in the following year they openly assumed the name American party and cast aside much of their characteristic secrecy. In June, 1855, a crisis developed; at a meeting of the national council in Philadelphia, Southerners seized control and adopted a resolution calling for the maintenance of slavery. The slavery issue, after the passage of the Kansas-Nebraska Act, again came to the front, and this time the slavery issue split apart the Know-Nothing movement as it had the Whigs. The antislavery men went into the newly organized Republican party. Millard Fillmore, the American party candidate for President in 1856, polled a small vote and won only the state of Maryland. The national strength of the Know-Nothing movement thus was broken.

See R. A. Billington, The Protestant Crusade, 1800-1860 (1938, repr. 1964); W. D. Overdyke, The Know-Nothing Party in the South (1950, repr. 1968); C. Beals, Brass-Knuckle Crusade (1960).

The Columbia Electronic Encyclopedia Copyright © 2004, Columbia University Press.
Licensed from Columbia University Press

Right-to-Know (RTK) Laws

Encyclopedia of Small Business - Cite This Source

Right-to-know laws are a group of rules and regulations at the state and national levels that mandate that employers share scientific information with workers and local communities about the toxicity and other characteristics of chemicals and materials used in business processes. This information encompasses all substances to which workers might be exposed in the workplace, including materials and chemicals utilized in producing goods or providing services, chemical releases into the environment, waste management, and long-term exposure to substances. Right to know laws place special emphasis on maintaining and disseminating information on the potential long-term health effects (cancer, infertility, etc.) sometimes associated with longtime work exposure to high concentrations of industrial materials.

Experts in the fields of risk management and hazardous materials management generally separate employer obligations under "right-to-know" (RTK) into four broad categories: obligation to compile and retain relevant records; obligation to disclose any available information to workers, community members, or organizations on any potentially hazardous materials and processes used; obligation to provide adequate training to employees working with potentially dangerous materials; and obligation to disclose information on sudden health risks. This information, which must be presented even if it is not formally requested, should cover the potential risks of sudden and accidental chemical releases, explain the scope of the company's technological and human resources to effectively address such events; and identify other options that could also be considered.

THE MOVEMENT TOWARD RIGHT-TO-KNOW

The first U.S. efforts to inform workers and communities about hazardous substances used in the workplace were voluntary industry labeling practices. These labeling practices—now incorporated into the Federal Hazardous Substances Labeling Act—provided workers with basic information on hazardous materials, including descriptions of the nature of the hazard and instructions for safe handling (and medical treatment in case of exposure to the chemical in question). But as recognition increased of the potential long-term health effects of prolonged exposure to certain chemicals and materials, employee groups, companies, and government agencies all recognized that these safety measures needed to be bolstered.

In 1970 the federal Occupational Safety and Health Administration (OSHA) was formed to help assure that American workers enjoyed safe and healthy working environments. In subsequent years, the agency established a body of regulations designed to ensure that workers were adequately informed about workplace risks (both short- and long-term) through training programs, labeling, and material safety data sheets (MSDS), in which original manufacturers provide complete information on all hazardous substances shipped to customers (downstream users are also required to supply end-users with MSDSs. Contents of material safety data sheets must include the following for each chemical: identity, physical and chemical characteristics; primary routes of entry; health hazards; permissible exposure limits and control measures for reducing exposure; instructions for safe use, handling, and storage; emergency and first aid steps; name and address of manufacturer; date of production; and date at which the information contained in the MSDS was last changed. This bounty of centralized information makes the MSDS a cornerstone of all right-to-know programs. Moreover, during the 1990s some states initiated efforts to make these information-crammed forms more concise and understandable to lay readers, making them even more valuable.

OSHA's mandate remains in place today. It requires employers to maintain safe workplaces and jobs for their workers and maintains exposure standards for a wide variety of substances that are used in all industry sectors. In addition, many states have also developed their own right-to-know programs. These programs, if certified by the OSHA, allow individual states to assume responsibility for administration and enforcement. Observers agree that such programs are often difficult to implement, given the wide disparity of viewpoints typically exhibited by interested parties. "Conflicts arise from the relative significance of 'subjective' versus 'objective' information and from the nature and degree of uncertainty, error, and/or risk that is tolerable," explained Nicholas Ashford in UNESCO Courier. "Community residents, workers, and agency professionals may disagree about priorities: residents and workers worry about experts' ability to assess and control risk, while 'experts' fret about citizens' and workers' 'unreasonable demands' for certainty. All the members of a group will not necessarily share the same views on these matters. Conflicts occur between those trained and socialized in a technical field and those who identify more closely with humanistic traditions." But despite the challenges of accommodating these disparate concerns while simultaneously meeting the fundamental goal of ensuring workplace safety, many states that have established RTK programs have expressed satisfaction with the results.

COMPLIANCE WITH RTK PROGRAMS

Many employers erroneously believe that the nature of their business operation renders them immune to right-to-know regulations. Typical misconceptions include the belief that the workplace does not have any hazardous chemicals or that the quantities used in the workplace are so small that RTK rules do not apply. In reality, however, these regulations do not distinguish by quantity or size, and nearly every place of employment in the United States contains some substance that meets the definition of a hazardous chemical. For example, many paints, cleaning solutions, solvents, corrosives, compressed gases, glues, and other common substances fall under RTK regulations.

Business owners, though, can take a number of steps to ensure that they are in compliance with right-to-know rules and are promoting safety and healthy working conditions for all of their employees. Many of these steps can be undertaken quickly, and none require the knowledge or skills of a chemist or materials expert.

INVENTORY. Employers are encouraged to complete a comprehensive written inventory of all materials in the workplace that may be hazardous, irrespective of the quantity or size of the materials on hand. The written inventory should include chemicals used and/or stored in work areas outside the building proper. This inventory should also include by-products and intermediate products resulting from workplace processes. These materials inventories should include name of the product, contact information for the manufacturer and distributor, and general work area in which the material is used and/or stored (chemicals used throughout the facility can be so designated).

MATERIAL SAFETY DATA SHEETS Each substance noted as a result of the materials inventory should have a corresponding material safety data sheet, for manufacturers must provide MSDSs to each purchaser of a hazardous chemical when making the initial shipment (recipients of these information sheets, whether distributors or purchasers, must provide updated information with the first shipment after each update). If you do not have an MSDS for a chemical, immediately request a replacement data sheet from the manufacturer or distributor. Some businesses even stipulate delivery of an MSDS as a condition of purchase when ordering hazardous chemicals.

CHEMICAL INFORMATION LIST Once all material safety data sheets have been gathered, they should be reviewed to identify the substance and understand specific hazards associated with the material. The MSDS can also be used to prepare a chemical information list for the workplace. This list, required by law, must be 1) arranged in alphabetical order according to common name; 2) contain the chemical name; and 3) identify the area of the workplace in which it can be found. According to right-to-know regulations, employers must provide access to and copies of the chemical information list to employees and their representatives, OSHA inspectors, and other employers sharing the same workplace.

Not all chemicals used in the workplace are required on these information lists. For example, a chemical list in not required in situations where employees handle chemicals only in sealed, unopened containers under normal working conditions, such as in warehousing or retail sales.

CLEAR LABELING Businesses should make certain that all containers used to hold hazardous materials, whether on the factory floor or in the office, are labeled, tagged, or otherwise identified. This includes temporary portable containers if the container is going to be used by more than one person, utilized for an extended period of time (for example, more than one shift), or left unattended for any period of time. All hazardous substance container labels should clearly identify the material and detail potential hazards. Employers who receive unlabeled containers should either obtain an accurate label from the manufacturer or gather pertinent information from the manufacturer so that they can ready their own label.

Some businesses utilize commercially available labeling systems that use non-text methods to convey hazard warnings. These alternative systems may use icons, color coded numbers, or pictographs to describe levels of hazard and required personal protection equipment.

INSTITUTE UPDATING SYSTEM Employers should develop a system that allows them to efficiently update their chemical information list and MSDS holdings as each new substance arrives in their workplace. Updates should take place within 30 days of receiving the materials in question, as state and federal right-to-know programs require chemical lists to be updated regularly.

HAZARD ASSESSMENT Many employers use the hazard information contained in each MSDS to carefully review all processes in which the material is used. At this time, business owners can decide whether current workplace practices are adequate to ensure the safety and health of employees. Specific elements to review include level of engineering controls, adequacy of personal protective equipment, emergency procedures, and work practices.

HAZARD COMMUNICATION PROGRAM Employers should put together a written hazard communication program for their employees. This program should explain how the company is meeting state/federal right-to-know requirements. Effective hazard communication programs will also include detailed explanations of the company's system of identifying and labeling hazardous substances; information about the company's material safety data sheets and chemical information lists, including how they are maintained and how they can be accessed by workers; and detailed on policies and procedures that employees should follow when engaged in non-routine tasks that require usage of hazardous chemicals and other potentially dangerous materials.

TRAINING "If you approach the [hazard communication] training program as a means to enhance worker protection rather than as another burdensome requirement imposed by government, you may enjoy some positive results," noted the Maryland Department of the Environment, which enforces that state's right-to-know laws. "Less absenteeism, a reduction of lost time accidents, a reduction of work related illnesses, a possible reduction in workers' compensation costs, and potentially, saved lives."

Effective training programs should be implemented in conjunction with RTK laws. Right-to-know training programs should provide guidance and information in several key areas, including the purpose and content of the law; the nature of the hazardous substances in the workplace; protection from hazards; location and usage of information on these workplace materials, including material safety data sheets, labels, and chemical information lists; and overall employee rights. In essence, all right-to-know training programs should be based on the knowledge that information that is not understood by workers will be of little utility to them in preventing or limiting their exposure to hazardous chemicals in the workplace.

Business experts and state and federal administrators cite several keys to shaping and implementing an effective training program for your workforce:

  • Identify who needs training. Employers should utilize organizational charts and personnel records to identify the training needs of various staff. Assess each employee's actual and potential exposure to hazardous chemicals during normal working situations and in potential emergencies (for example, production and custodial workers are likely to have a higher level of training than sales-people and secretaries).
  • Determine which chemicals your employees may be exposed to, either under normal working conditions or emergency situations.
  • Ensure that employees are aware of the location of chemical information lists and material safety data sheets.
  • Make sure that employees know how to use labels, MSDSs, and chemical information lists to obtain information on hazardous materials.
  • Make sure that employees understand control programs and personal protective equipment.
  • Institute measures to ensure that new and transferred workers receive training. Many businesses integrate Right-to-Know training into general orientation programs or existing departmental safety programs.
  • Make contingency plans to provide additional training if new hazards are introduced into the workplace.
  • Evaluate effectiveness of training programs after workers have completed them. This can be done through written tests, one-onone meetings with employees who completed the program, or employee demonstrations of acquired skills and knowledge. Employee feedback on the training program should also be encouraged. Business owners and managers should ask workers which aspects of the program were most valuable and informative, and which aspects were least useful. In some cases, this feedback phase may reveal that the training program did not provide staff with the necessary level of knowledge to safely and effectively deal with hazardous materials they encounter in the workplace. In those cases, programs should be revised until they meet expectations.

Experts note that many facilities utilize literally thousands of chemicals in their operations. Training all employees about the characteristics of each one is an unrealistic burden for any employer. Over the years, OSHA policies have shown a general recognition of this reality. According to OSHA, "information and training may be designed to cover categories of hazards (e.g., flammability, carcinogenicity) or specific chemicals. Chemical-specific information must always be available through labels and material safety data sheets. …If there are only a few chemicals in the workplace, then you may want to discuss each one individually. Where there are large numbers of chemicals, or the chemicals change frequently, you will probably want to train generally based on the hazard categories (e.g., flammable liquids, corrosive materials, carcinogens)." In the late 1990s, however, employers increasingly charged that OSHA was inconsistent in defining the scope of this requirement and explaining its standards for chemical-specific training.

FURTHER READING:

Ashford, Nicholas A. "The Right to Know." UNESCO Courier. May 1998.

Harris, Christopher. Hazardous Chemicals and the Right to Know. McGraw-Hill, 1994.

Hileman, Bette. "Balancing the Right to Know with Security Issues." Chemical and Engineering News. March 16, 1998.

Lowry, George G, and Robert C. Lowry. Lowry's Handbook of Right-to-Know and Emergency Planning: Handbook of Compliance for Worker and Community, OSHA, EPA, and the States. Lewis, 1988.

Sapper, Arthur G. "Chemical-Specific or Hazard-Category Training?" Occupational Hazards. August 2000.

Stenzel, Paulette L. "Right to Act: Advancing the Common Interests of Labor and Environmentalists." Albany Law Review. Vol. 57, no. 1, 1993.

Encyclopedia of Small Business
Copyright © 1999 by The Gale Group.
Published by The Gale Group. All rights reserved, including the right of reproduction in whole or in part in any form.

Knowledge

Wikipedia, the free encyclopedia - Cite This Source

Knowledge is defined (Oxford English Dictionary) variously as (i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness or familiarity gained by experience of a fact or situation. Philosophical debates in general start with Plato's formulation of knowledge as "justified true belief". There is however no single agreed definition of knowledge presently, nor any prospect of one, and there remain numerous competing theories.

Knowledge acquisition involves complex cognitive processes: perception, learning, communication, association and reasoning. The term knowledge is also used to mean the confident understanding of a subject with the ability to use it for a specific purpose if appropriate.

Defining knowledge

The definition of knowledge is a matter of on-going debate among philosophers in the field of epistemology. The classical definition, described but not ultimately endorsed by, Plato, has it that in order for there to be knowledge at least three criteria must be fulfilled; that in order to count as knowledge, a statement must be justified, true, and believed. Some claim that these conditions are not sufficient, as Gettier case examples allegedly demonstrate. There are a number of alternatives proposed, including Robert Nozick's arguments for a requirement that knowledge 'tracks the truth' and Simon Blackburn's additional requirement that we do not want to say that those who meet any of these conditions 'through a defect, flaw, or failure' have knowledge. Richard Kirkham suggests that our definition of knowledge requires that the believer's evidence is such that it logically necessitates the truth of the belief.

In contrast to this approach, Wittgenstein observed, following Moore's paradox, that one can say "He believes it, but it isn't so", but not "He knows it, but it isn't so". He goes on to argue that these do not correspond to distinct mental states, but rather to distinct ways of talking about conviction. What is different here is not the mental state of the speaker, but the activity in which they are engaged. For example, on this account, to know that the kettle is boiling is not to be in a particular state of mind, but to perform a particular task with the statement that the kettle is boiling. Wittgenstein sought to bypass the difficulty of definition by looking to the way "knowledge" is used in natural languages. He saw knowledge as a case of a family resemblance.

Reliable Knowledge

In An Introduction to Logic and Scientific Method (1934), Morris R. Cohen and Ernest Nagel reviewed the pursuit of truth as determined by logical considerations. They reviewed ways of eliminating doubt and arriving at stable beliefs or reliable knowledge, such as

  • The method of authority
  • The method of intuition
  • The methods of experimental inquiry:

    • Types of invariant relations
    • The experimental method in general
    • The method of agreement
    • The method of difference
    • The joint method of agreement and difference
    • The method of concomitant variation
    • The doctrine of the uniformity of nature
    • The plurality of causes

Their final conclusion was, "Scientific method we declare as the most assured technique man has yet devised for controlling the flux of things and establishing stable beliefs."

In an essay entitled "Inductive Method and Scientific Discovery," Marcello Pera said, "In the first place, the scientific method is a procedure, a general strategy that indicates an ordered sequence of moves (or steps) which the scientist has to make (or go through) in order to reach the goal of his research." (In On Scientific Discovery, edited by Grmek, Cohen, and Cimino [1977], published in the Boston Studies in the Philosophy of Science Series.) The scientific method is not a method directly applied, but rather a guide to the mental activity stages of originating, refining, extending, and applying knowledge. It is subject neutral and flexible in use; it is thus suitable for all domains.

Statements about truth must be viewed skeptically. Rather than state something as "true," the following phrase should be used: "On the evidence available today the balance of probability favors the view that..." (V. Gordon Childe, Man Makes Himself, 1936)

The literature contains hundreds of formulas for the scientific method. They are basically the same but differ in length and terminology. In an article "Suggestions for Teaching the Scientific Method" published in the March 1961 issue of American Biology Teacher, Dr. Kenneth B.M. Crooks suggested this one:

  1. Curiosity
  2. Is there a problem?
  3. Get the evidence
  4. Attributes needed
  5. Weigh all evidence
  6. Make the educated guess (hypothesis)
  7. Challenge the hypothesis
  8. Get a conclusion
  9. Suspend judgment
  10. Deductive reasoning

Communicating knowledge

Symbolic representations can be used to indicate meaning and can be thought of as a dynamic process. Hence the transfer of the symbolic representation can be viewed as one ascription process whereby knowledge can be transferred. Other forms of communication include imitation, narrative exchange along with a range of other methods. There is no complete theory of knowledge transfer or communication.

While many would agree that one of the most universal and significant tools for the transfer of knowledge would be the different systems of writing argument over the usefulness of the written word exists however, with some scholars skeptical of its impact on societies. In his novel “Technopoly” Neil Postman demonstrates the argument against the use of writing through an excerpt from Plato’s work “Phaedrus” (Postman, Neil (1992) Technopoly, Vintage, New York, pp 73). In this excerpt the scholar Socrates recounts the story of Thamus, the Egyptian king and Theuth the inventor of the written word. In this story Theuth presents his new invention “writing” to King Thamus, telling Thamus that his new invention “will improve both the wisdom and memory of the Egyptians” (Postman, Neil (1992) Technopoly, Vintage, New York ,pp 74). King Thamus is skeptical of this new invention and rejects it as a tool of recollection rather than retained knowledge. He argues that the written word will infect the Egyptian people with fake knowledge as they will be able to attain facts and stories form an external source and will no longer be forced to mentally retain large quantities of knowledge themselves (Postman, Neil (1992) Technopoly, Vintage, New York ,pp 74).

Andrew Robinson also highlights, in his work “The Origins of Writing”, the possibility for writing to be used to spread false information and there for the ability of the written word to decrease social knowledge (Robinson, Andrew (2003) “The Origins of Writing” in Crowley and Heyer (eds) Communication in History: Technology, Culture, Society, Allyb and Bacon, Boston pp 34). People are often internalizing new information which they perceive to be knowledge but are in reality fill their minds with false knowledge.

Situated knowledge

Situated knowledge is knowledge specific to a particular situation. Imagine two very similar breeds of mushroom, which grow on either side of a mountain, one nutritious, one poisonous. Relying on knowledge from one side of an ecological boundary, after crossing to the other, may lead to starving rather than eating perfectly healthy food near at hand, or to poisoning oneself by mistake.

Some methods of generating knowledge, such as trial and error, or learning from experience, tend to create highly situational knowledge. One of the main benefits of the scientific method is that the theories it generates are much less situational than knowledge gained by other methods. Situational knowledge is often embedded in language, culture, or traditions.

Knowledge generated through experience is called knowledge "a posteriori", meaning afterwards. The pure existence of a term like "a posteriori" means this also has a counterpart. In this case that is knowledge "a priori", meaning before. The knowledge prior to any experience means that there are certain "assumptions" that one takes for granted. For example if one is being told about a chair it is clear to him that the chair is in space, that it is 3D. This knowledge is not knowledge that one can "forget", even someone suffering from amnesia experiences the world in 3D. See also: A priori and a posteriori.

Partial knowledge

One discipline of epistemology focuses on partial knowledge. In most realistic cases, it is not possible to have an exhaustive understanding of an information domain, so then we have to live with the fact that our knowledge is always not complete, that is, partial. Most real problems have to be solved by taking advantage of a partial understanding of the problem context and problem data. That is very different from the typical simple math problems that we solve at school, where all data are given and we have a perfect understanding of formulas necessary to solve them.

Knowledge management

Knowledge management is a management theory which emerged in the 1990s. It seeks to understand the way in which knowledge is created, used and shared within organizations. A significant part of Knowledge Management theory and practice aligns two models: (i) the DIKW model, which places data, information, knowledge and wisdom into an increasingly useful pyramid. (ii) Nonaka's reformulation of Polanyi's distinction between tacit and explicit knowledge. Both of these models are increasingly under challenge with different schools of thought emerging which are more fully described and referenced in the main article.

An objective of mainstream knowledge management is to ensure that the right information is delivered to the right person just in time, in order to take the most appropriate decision. In that sense, knowledge management is not interested in managing knowledge per se, but to relate knowledge and its usage. This leads to Organizational Memory Systems. More recent developments have focused on managing networks (the flow of knowledge rather than knowledge itself) and narrative forms of knowledge exchange.

Religious meaning of knowledge

In many expressions of Christianity, such as Catholicism and Anglicanism, knowledge is one of the seven gifts of the Holy Spirit.

In Islam, the prophet Muhammad has described himself and his vicergeant Ali as the sources of knowledge: "I am the City of Knowledge and Ali is its Gate".

Hindu Scriptures present two kinds of knowledge, Paroksha Gnyana and Aporoksha Gnyana. Paroksha Gnyana is secondhand knowledge: knowledge obtained from books, hearsay, etc. Aporoksha Gnyana is the knowledge borne of direct experience, i.e., knowledge that one discovers for oneself.

The Old Testament's Tree of Knowledge of Good and Evil contained the knowledge that separated Man from God.

In Gnosticism divine knowledge or gnosis is hoped to be attained and escape from the demiurge's physical world. And in Thelema knowledge and conversation with one's Holy Guardian Angel is the purpose of life, which is similar to Gnosis or enlightenment in other mystery religions.

See also

References

External links

Wikipedia, the free encyclopedia © 2001-2006 Wikipedia contributors (Disclaimer)
This article is licensed under the GNU Free Documentation License.
Last updated on Thursday March 13, 2008 at 23:17:05 PDT (GMT -0700)
View this article at Wikipedia.org - Edit this article at Wikipedia.org - Donate to the Wikimedia Foundation

1,005 More from Wikipedia »

KNOW-FM

Wikipedia, the free encyclopedia - Cite This Source

KNOW (91.1 FM) is the flagship radio station of Minnesota Public Radio's "news and information" network, primarily broadcasting a talk radio format to the Minneapolis-St. Paul market. The frequency had previously gone under the call sign KSJN, but the purchase of a commercial station at 99.5 MHz in 1991 allowed MPR to broadcast distinct talk radio and classical music services.

WLOL 1330 AM was purchased by MPR in 1980 and carried the KSJN call sign until 1989 when the KNOW letters became available. The AM signal was later spun off into a for-profit subsidiary to help fund the public broadcaster, and was eventually sold off. As of 2005 it goes under the original WLOL name.

In the 1970s, KSJN 91.1 FM and WLOL 99.5 cooperated in an experimental use of quadraphonic stereo, with each station carrying two channels of audio. However, this "quadcast" had some undesirable "ping-pong" effects, much like early stereo broadcasts using the same method did. Somewhat ironically, KNOW currently broadcasts primarily in monaural as its schedule is not music-focused.

Austin, Texas

The callsign KNOW was also used by a major adult contemporary radio station in Austin, Texas, located at 1490 kHz. The station signed off in 1989 after operating for 50 years. The Spanish station KFON assumed the frequency in 1993.

See also

External links

References

Wikipedia, the free encyclopedia © 2001-2006 Wikipedia contributors (Disclaimer)
This article is licensed under the GNU Free Documentation License.
Last updated on Thursday February 07, 2008 at 22:27:53 PST (GMT -0800)
View this article at Wikipedia.org - Edit this article at Wikipedia.org - Donate to the Wikimedia Foundation

1,005 More from Wikipedia »


All 1,007 results for: know

View results from: Dictionary | Thesaurus | Encyclopedia | All Reference | the Web

Perform a new search, or try your search for "know" at: