College students from two universities performed a sorting task with taxonomic categories. Sorting norms for both subject groups and hierarchical relations among the categories were determined and compared.Human memory is often thought of as a multitude of associatively related units. Accessibility to any unit is supposedly provided by a somewhat well-defined and permanent semantic organization. Several theoretical accounts have emphasized the hierarchical character of this organizational process (Bousfield & Cohen, 1953;Collins & Quillian, 1969;Mandler, 1968). According to these approaches, subordinate units are related through a superordinate, and lower order superordinates are linked through a higher order superordinate.The purpose of this study was to gather normative data bearing on the hierarchical organization of semantic memory. A procedure described by Miller (1969) was used to determine the hierarchical scheme among units. Obtaining information from students of two college campuses promised to broaden the generality and usefulness of the findings. METHOD SubjectsOne-hundred and forty-seven Marshall University (MU) undergraduates and 95 Ohio State University (OSU) undergraduates participated in this study while enrolled in an introductory psychology course. MaterialsThe 56 category names used by Battig and Montague (1969) were typed separately on index

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To manage the activities of others through application of communication technologies worldwide merits reconsideration of what well established concepts, namely management and learning, mean in the context of trans-national, inter-continental human organizations. A particular form of knowledge to manage and guide human organizations is becoming increasingly important due to operational complexities associated with global outreach. This form is called open knowledge. Team oriented approaches characteristically systemic, holistic, socioculturally sensitive, interdependent, chameleon-like, and expertise-wise diverse in know-how are more important than ever, while individuals must be allowed greater freedom to operate in the broadened context. Open knowledge may emerge when particular conditions exist. Expanding one's conception of the learning organization helps one to comprehend as well as participate in global human activity systems. Appearance of and application of open knowledge brings consequential modifications of familiar and established local-regional managerial practices.

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