The phrase "adaptations of knowledge" is correct and usable in written English.
It can be used when discussing how knowledge is modified or transformed to fit different contexts or applications.
Example: "The adaptations of knowledge in various fields demonstrate the importance of interdisciplinary collaboration."
Alternatives: "modifications of knowledge" or "transformations of knowledge".
Yet science and practice express a growing demand for adequate knowledge of adaptation and argue for an adaptation of knowledge as part of adaptive capacity and as a basis for adaptation measures or policies, which are both currently judged as insufficient (Smit et al. 2001).
In the loop's outer ring, the big arrows represent the sequence of the overall process, resulting in an altered adaptive capacity, which can be seen as the goal of the adaptation of knowledge.
It is the temporal capacity of these boundary objects that makes them points of juncture in a widely distributed memory system, enabling project-based firms to balance preservation and adaptation of knowledge.
By utilizing the dynamic knowledge loop, we were able to unravel the dynamics in knowledge of adaptation and the adaptation of knowledge.
The dynamic knowledge loop enables us to untangle the different steps of inter- and transdisciplinary cooperation, leading to a successive adaptation of knowledge.
The proposed dynamic knowledge loop uncovers the characteristics of different kinds of cooperation and the effects they have on the knowledge of adaptation, as well as the adaptation of knowledge.
The dynamic knowledge loop (Fig. 1) explores the dynamic processes of "adaptation of knowledge" or social learning (light grey background in Fig. 1), which leads to changes in "knowledge of adaptation" or knowledge relevant for adaptation to climate change (dark grey circle Fig. 1).
Historical studies have shown that, in many instances, the presence of skilled and knowledgeable individuals is the most important element in the successful adoption and adaptation of knowledge and technology from outside a culture.
Thus, single loop learning occurred by combining the practical/local perspectives with scientific knowledge, which led to an adaptation of knowledge about the social ecological system of the urban region of Rostock.
Besides the adaptation of knowledge, we were able to observe some processes of network building, which can lead to better opportunities for self-organization and an increased adaptive capacity.
