Knowledge is an experience and everything else available is just information (Albert Einstein,1901). Knowledge is created through epistemological process and amplified through ontological cognitive operation. It is information put into action (O’Dell and Grayson, 1998). Knowledge refers to the process that adds meaning to objects through the integration of other sources, that builds understanding and relations (Bates, 2005). Knowledge is a blend of information, perspectives, experiences, context, interaction between individuals, in groups, and organsiations (Nonaka and Takeuchi, 1995). It is the ultimate resource that has become the core asset of organisations in the knowledge economy. The prime and unavoidable aspect for perseverance and perpetuation of organisational competitive strength is to manage the employees’ knowledge. Organisations must focus not only on recycling the existing knowledge but focal on generating and managing new knowledge for its sustenance in the knowledge era. Evidence shows that employees’ knowledge produces greater value in assets through formalizing, capturing, leveraging, and gathering advancement in intellectual processes. Employees’ experiences can be used to create wealth in the organisation. Organisations depend on individuals’ knowledge, and individuals rely on the aspects of knowledge management to escalate their knowledge. Knowledge management propels the initiatives to leverage knowledge that would contribute to the fulfillment of organisational strength. This spiral of learning assist organisations to succeed in the knowledge workers knowledge through the aspects of knowledge management, and the range of practice includes knowledge creation, storage, and sharing with its application. The aspects validate the culture of learning, unlearn to relearn, and accelerates the knowledge holding in employees. The study brings forth employees’ knowledge as a blend of both subjective and objective state of mind and is closely related to subjective emotions associated with the notion of good, justice, and truth. They evaluate their natural endowment with a justice or injustice stance. As the fundamental psychological need formulates a thought to perceive the world as a just place, where employees believe they are entitled to avail, enhance, and deserve consistent growth to elevate their knowledge stature. The research veiled the fact that employees use their past to sculpt their subjective realities in the present and prognosticate their future. To understand the above phenomenon, the study tried to encapsulate the notion in which employees compare their present knowledge stature with the past, to prognosticate the future knowledge holding. They compare themselves, as it does matter what they perceive about themselves in the knowledge hierarchy. The Phenomenological research adopted in the study deepened the understanding of the complex phenomena of individual relative deprivation (IRD), which has been primarily explained through social judgments that are shaped with absolute and subjective standards. Several investigations have been carried out, and the result of the literature are remarkable on knowledge, knowledge management, and individual relative deprivation (IRD). Interestingly, none of the studies are released coalescing employees’ knowledge, associating the aspects of knowledge management and individual relative deprivation. Despite knowing the fact that knowledge is the highest degree of valuable resource of an organisation and organisations must ameliorate and not deprived employees in knowledge. The study reconnaissance individual relative deprivation in knowledge with qualitative methodology, conducted 69 interviews with software engineers from the IT sector and explored IRD causes cognitive dissonance, frustration and upshots stress in employees. The analysis of the data was performed using NVivo 14 software, a computer-assisted qualitative data analysis tool (CAQDAS) assisted the investigation to arrive at a positive psychology of knowledge workers’ experience of IRD in knowledge. Further, it extends its wings to investigate reactance in employees due to IRD in knowledge and why deprived employees fail to show any kind of reaction to being unjustly treated, even though they are being deprived of rights or resources. Any sort of deprivation has an effect on employees; the study explored the impact of individual relative deprivation in knowledge on employees’ behaviour and performance.

Purpose This study aims to explore the impact of augmented reality (AR) technologies on consumer information processing and value perceptions in physical stores. Specifically, it investigates how the vividness, novelty and interactivity of AR shape utilitarian and hedonic value perceptions, and influence consumer purchase and continuance behaviour. Design/methodology/approach The study used the store intercept survey method at 15 retail outlets across four metro cities in India, representing nine prominent retail brands deploying AR technologies. The data collected (n = 650) were subjected to exploratory and confirmatory factor analysis. Findings Major findings confirm a significant effect of vividness, novelty and interactivity on utilitarian and hedonic value perceptions of in-store AR experiences of customers in physical stores. Hedonic value was found to affect continuance intention but not purchase intention, while utilitarian value was found to affect purchase intention but not continuance. Research limitations/implications This study extends the stimulus–organism–response model’s application to AR in physical stores by integrating the impact of vividness, novelty and interaction on both utilitarian and hedonic values and revealing their significance in influencing purchase intentions and continuance. Practical implications Major findings advise retailers to increase AR experience adoption in stores and illustrate the process through which purchase and continuance intentions may be influenced. Originality/value This is one of the few studies that explore the impact of AR on consumer attitudes and intentions in physical stores. In addition, the study explores the effect of AR tools as a process that passes through value perceptions and then affects the consumer.

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This research article explores the role of media, cinema, and literature in fostering professional and vocational development. The study aims to investigate how these forms of expression contribute to skill acquisition, knowledge enhancement, and personal growth, ultimately shaping individuals' professional trajectories. By exploring the impact of media, cinema, and literature on various aspects of professional development, such as skill acquisition, networking, personal branding, and cultural competence, this research highlights the significance of integrating these mediums into educational and training programs. The findings of this research indicate that media, cinema, and literature play a crucial role in skill acquisition and knowledge enhancement. Through exposure to diverse narratives and perspectives, individuals develop critical thinking skills, creativity, and problem-solving abilities. Media literacy skills enable individuals to critically analyse and interpret media messages, while cinema serves as an educational tool that enhances understanding of different cultures and perspectives. Literature, on the other hand, enhances communication skills, including reading comprehension, critical thinking, and verbal expression. The implications of this research are significant for educators, trainers, and policymakers. Integrating media, cinema, and literature into educational and training programs can create a more holistic and enriching learning environment.

Teachers may create a stimulating learning environment where students can develop important intellectual and social skills that will benefit them for the rest of their lives by using the correct teaching strategies. A teacher can assist students with a variety of interests, talents, and learning preferences by implementing one of the available frameworks. To increase your student's chances of succeeding in the classroom, whether you work in the education sector as a teacher or another professional, you might find it helpful to learn about cutting-edge instructional practices. Teaching techniques are approaches that teachers can use to make learning easier and pique students' motivation and interest in the material. Different teaching philosophies include game-based study, differentiated study, lecture-based method, technology-based pedagogy, group and individual study, inquiry-based study, kinesthetic study, game-based study, and expeditionary study. You can enhance your methods by trying out various teaching techniques while presenting the same course, communicating with other educators to acquire their insights, and being flexible. Due to the quick changes in the modern world, the Education System is currently dealing with a wide range of problems. An excellent teaching strategy helps students overcome their preconceptions and motivates them to study by putting them in a situation where they start to believe that they are the ones who come up with the solutions and who are responsible for the change. Professors that are respected both nationally and locally serve as ideal role models for educators who are enthusiastic about effective teaching methods of professional courses, providing them with ideas, insights, and the best teaching methods.(Journal of Advances in Medical Education & Professionalism v.4(4); 2016 Oct PMC5065908)

Language is one of the most marked, conspicuous, as well as fundamental characteristics of the faculties of man. Language is a system of sounds, words, patterns, etc., used by humans to communicate thoughts and feelings. Language is a system of communication which consists of a set of sounds and written symbols which are used by the people of a particular country or region for talking or writing in. The importance of language for man and society cannot be minimized. Language is not only a mode of communication between individuals but also a way for the expression of their personality. Man is remarkably distinguished from animals not only in his use of language but also in his thought process. This use has been termed by Chomsky as “the creative aspect of language; Chomsky suggests that “the normal use of language is innovative, in sense that much of what we say in the course of normal language use is entirely new, not a reception of anything that we have heard before and not even “similar” in “pattern” to sentences or discourse that we have heard in the past” (Chomsky, p.10). Language has its true being in conversation in the exercise and promotion and understanding between peoples. Language should not be a means to impose or transmit my will to another. Above all, language is a living process in which a community of life is lived out. It should be thought that human language as a special and unique living process, in that in linguistic communication, world and human worldview is disclosed. This disclosure, this function of language means that language does not draw attention to itself but transparent to the realities that are manifested through it. Since learning a language is part of our knowledge, it becomes one of the key factors in competitiveness. In the advanced industrial society of today, the basic knowledge of a single or more language has become indispensable.