An Innovative Approach to the Integrated Management System Development: SIMPRO-IMS Web Based Environment

The purpose of this paper is to contribute to learning, knowledge creation and knowledge transfer for building organization innovability by integrating the management systems in the SIMPRO-IMS web based environment. The paper content consists of the interpretation of role-play simulation, role-play simulation process description, methodology, and the employment of role-play simulation outcomes, as well as the discussion of the knowledge thus obtained. Primary the model of the SIMPRO-Q education environment has been developed and tested during a period of 15 years in several industrial organizations as well as service organizations such as Higher Education Institution (HEI) and Healthcare Organization (HCO). The newest version SIMPRO-IMS has recently been developed to support a need of integration of management systems and information archiving. With the last development, SIMPRO-IMS web based environment, processes of five ISO systems are integrated for parallel development, implementation, auditing, maintaining and leading. SIMPRO-IMS provides management with the apparatus necessary to realize a systematic and verifiable approach to the creation and control of IMS documentation. At the same time contributes to the preservation of organization memory in response to the growing challenges of globalization and digitalization. The research is limited by the complexity of a real system and possible empiric results verification. The results achieved are verified when people really overcome the resistance to change. This can be assessed thoughtfully only after some period of time. Another limitation is presented by measurability of real enhancement achieved in quality, safety and environmentality of production, and business continuity and social responsibility of an organization. Development and progress in the methodology of SIMPRO-IMS web based environment is encoded in upgrading the SIMPRO database by processes of the environmental management, occupational health & safety management, information security management, energy management, service management, business continuity management and social responsibility management into one cohesive system with a holistic set of documentation, policies, procedures and processes, and a preserving knowledge for learning, new knowledge creation and knowledge transfer for building organization innovability

A Novel Text Mining Approach for Mental Health Prediction Using Bi-LSTM and BERT Model

With the current advancement in the Internet, there has been a growing demand for building intelligent and smart systems that can efficiently address the detection of health-related problems on social media, such as the detection of depression and anxiety. These types of systems, which are mainly dependent on machine learning techniques, must be able to deal with obtaining the semantic and syntactic meaning of texts posted by users on social media. The data generated by users on social media contains unstructured and unpredictable content. Several systems based on machine learning and social media platforms have recently been introduced to identify health-related problems. However, the text representation and deep learning techniques employed provide only limited information and knowledge about the different texts posted by users. This is owing to a lack of long-term dependencies between each word in the entire text and a lack of proper exploitation of recent deep learning schemes. In this paper, we propose a novel framework to efficiently and effectively identify depression and anxiety-related posts while maintaining the contextual and semantic meaning of the words used in the whole corpus when applying bidirectional encoder representations from transformers (BERT). In addition, we propose a knowledge distillation technique, which is a recent technique for transferring knowledge from a large pretrained model (BERT) to a smaller model to boost performance and accuracy. We also devised our own data collection framework from Reddit and Twitter, which are the most common social media sites. Finally, we employed word2vec and BERT with Bi-LSTM to effectively analyze and detect depression and anxiety signs from social media posts. Our system surpasses other state-of-the-art methods and achieves an accuracy of 98% using the knowledge distillation technique

Science in the New Zealand Curriculum e-in-science

This milestone report explores some innovative possibilities for e-in-science practice to enhance teacher capability and increase student engagement and achievement. In particular, this report gives insights into how e-learning might be harnessed to help create a future-oriented science education programme. “Innovative” practices are considered to be those that integrate (or could integrate) digital technologies in science education in ways that are not yet commonplace. “Future-oriented education” refers to the type of education that students in the “knowledge age” are going to need. While it is not yet clear exactly what this type of education might look like, it is clear that it will be different from the current system. One framework used to differentiate between these kinds of education is the evolution of education from Education 1.0 to Education 2.0 and 3.0 (Keats & Schmidt, 2007). Education 1.0, like Web 1.0, is considered to be largely a one-way process. Students “get” knowledge from their teachers or other information sources. Education 2.0, as defined by Keats and Schmidt, happens when Web 2.0 technologies are used to enhance traditional approaches to education. New interactive media, such as blogs, social bookmarking, etc. are used, but the process of education itself does not differ significantly from Education 1.0. Education 3.0, by contrast, is characterised by rich, cross-institutional, cross-cultural educational opportunities. The learners themselves play a key role as creators of knowledge artefacts, and distinctions between artefacts, people and processes become blurred, as do distinctions of space and time. Across these three “generations”, the teacher’s role changes from one of knowledge source (Education 1.0) to guide and knowledge source (Education 2.0) to orchestrator of collaborative knowledge creation (Education 3.0). The nature of the learner’s participation in the learning also changes from being largely passive to becoming increasingly active: the learner co-creates resources and opportunities and has a strong sense of ownership of his or her own education. In addition, the participation by communities outside the traditional education system increases. Building from this framework, we offer our own “framework for future-oriented science education” (see Figure 1). In this framework, we present two continua: one reflects the nature of student participation (from minimal to transformative) and the other reflects the nature of community participation (also from minimal to transformative). Both continua stretch from minimal to transformative participation. Minimal participation reflects little or no input by the student/community into the direction of the learning—what is learned, how it is learned and how what is learned will be assessed. Transformative participation, in contrast, represents education where the student or community drives the direction of the learning, including making decisions about content, learning approaches and assessment

Participation In Agri-Food Safety Collaborative Network: An Example From Songkhla Province, Thailand

We conducted this case study in Songkhla Province in Thailand, with the aim of exploring the participation in a collaborative network for food safety. This study was conducted using a qualitative approach, with data collected from 15 representatives of various group leaders within the network. Participatory observation was used to cross-validate the data obtained, and content analysis to analyze the collected data. The study found that the goals of the agri-food safety collaborative network are self-reliance, resource conservation, food security, and health. The main purpose of the network is to develop a system for food-safety management, consisting of three connected systems: a fair and self-sufficient production system, a fair and sustainable marketing system, and an appreciative consumption. There are four supporting mechanisms for encouraging participation in the network: network management, coordination, mutual learning, and communication. We found that participation is a social learning process. The three systems of agri-food safety management focus on participation to encourage intra- and inter-group mutual learning of the network. The social capital existing in the area, especially, the civil society network and the knowledge therein, are key factors for building a collaborative network as a tool for the participation of the public and private sectors in the broader term of food safety

Catching up or being dependent: the growth of capabilities among indigenous technological integrators during Chinese development

The thesis appraises certain key processes – albeit rather limited in number and scope – widely assumed to be associated with assessing the role of technological capability building in developing country (DC) firms. The latter are affected by their DC status on both the demand side (e.g. by rapid growth of the economy via consumption and trade) and the supply side (of technological catch-up etc.). Such broad considerations set the scene for our specific study. In this thesis, the component of technological capabilities that we highlight by studying local integrated product providers is the capability for systemic product development. We argue that the organisational system of industrial firms in DCs plays a fundamental role in their technological learning performance. Here, the developmental context is stressed because we suggest that the knowledge about how to organise effective learning, termed 'social technology', is at least as scarce as the 'physical technology' in such contexts, compared with those prevailing in the developed countries. Therefore, when DC firms shift into a new domain, the organisational systems that they rely on often have to be created rather than simply selected. This may be because, as first-movers in their circumstances, even when they are informed by external sources, they have very little practical experience of carrying out similar actions successfully within their own contexts. Therefore, studying organisational building in their early phase could prove critical for understanding their capability building processes. Empirical studies of China‘s car-making and telecom-equipment sectors over the past three decades are taken to support theoretical exploration in this thesis. Some scholars (e.g. Bell and Pavitt, 1992) point out that, in DCs, the growth of production capacity does not automatically lead to the building of technological capability. The experiences of China‘s car-making and telecomequipment sectors are exactly in line with this point of view. From the mid 1980s, the Chinese government implemented a 'trading market for technology (TMFT)' policy, encouraging its backbone SOEs (State Owned Enterprises) to establish productive joint ventures (JVs) with MNCs (Multinational Corporations). By doing so, policy-makers expected backbone SOEs to undergo a bottom-up capability building trajectory via learning closely from their JV partners. We term these SOEs and their JVs the 'Group-A firms' in our research. Contrary to the expectations of policy-makers, Group-A firms were locked into the manufacturing segment even after twenty years of TMFT practices, and seldom had new systemic products developed indigenously, prior to 2005 at least. On the contrary, the indigenous advance of technological capability building has actually been led by some new entrants. Their development has been independent of the advocacy of TMFT. They relied on in-house developed products from the very beginning after entering the corresponding industries, and succeeded in building sustainable competitiveness. We term them the 'Group-B firms'. By comparing these Group-A and Group-B firms, we argue that there are distinctive differences in organisational learning systems between them. Four components are developed of the concept of organisational learning systems, i.e. the strategic intent, the authority over strategic resource allocation, the pattern of organisational mobilisation and learning integration, and the facilities and institutions for knowledge accumulation. For the latter three components, we succeed in generating a clear contrast between these two groups of firms. We undertake a thorough comparison of authority over strategic resource allocation by studying the constitution of their top committees. As for the patterns of learning mobilisation and organisational integration, we find distinct differences in the scope of knowledge communication of front-line engineers, and relevant institutional arrangements to mobilise, integrate and direct the content of communication. Regarding the facilities for knowledge accumulation and application, the study of their knowledge database building engenders a clear contrast, as well as the institutional arrangements to regulate and promote relevant activities within their organisations. We also discover significant connections between the organisational systems of Group-B firms and their processes of knowledge search, generation and accumulation. Three important mechanisms of new knowledge creation in Group-B firms are examined, namely learning through recruitment, learning through cooperative projects and learning through interaction with customers. Our empirical study reveals that the authority stressing the investment in new product and technology development, the cross-boundary inter-departmental platform of knowledge conversion, the comprehensive knowledge-accumulating facilities, and the institutions backing these components play fundamental roles in shaping these learning mechanisms. Therefore, the organisational differences of these two groups of firms are connected with the differences of these two subsets of firms‘ technological learning performances. Besides, we discuss the social roots of their organisational systems by historically revisiting China‘s industrial system. By doing so, for the research community that focuses on technological learning in DCs, this thesis advocates a shift of research from stressing assimilative processes of firms to giving more emphasis to organisational changes as a centrepiece of studies

Innovative Access to Integrative Health Education for Advanced Practice Nurse: A Pilot Project

Background: As the public continues to embrace complementary and integrative approaches to health there is a pressing need for nurse practitioners to increase their knowledge of these modalities, building on the foundation of nursing’s historical philosophy of holism. Purpose: The purpose of this pilot project is to explore the effectiveness of a learning module in increasing knowledge of integrative modalities for nurse practitioners. The resource was made accessible on a social media site or by Quick Response (QR) code to a smart phone. An interactive learning platform (www.npqrlearn.org) provided access the evidence-based module titled Introduction to Holistic Nursing and Integrative Health. The content for the module was compiled from resources that are evidence-based, authored by experts. A pre-test/post-test design was used to determine the effectiveness of the module. This pilot project also uses a descriptive survey to explore nurse practitioners’ perceptions of the value of the modular resource in increasing knowledge of integrative care modalities, and the potential for additional modules. These results will inform the intent to develop the resource for future utilization by nurse practitioners and nurse practitioner students. Results: Six responses were received from the learning management system meeting the inclusion criteria, indicating the pre-test, module, post-test, and survey had been completed. A comparison of the pre-test/post-test data demonstrated improved scores on all items, showing statistical significance. Due to small sample size (n=6), the results would not be able to be generalized and further evaluation is needed to determine if the module increases nurse practitioner knowledge. Discussion: Findings suggest that education in integrative health modalities may increase nurse practitioner knowledge related to safe, credible patient care

Assessing conceptual learning in mathematics classrooms : a thesis completed in partial fulfilment of the requirements for the degree of Master of Education at Massey University, New Zealand

This study explores how building a collective understanding of the big mathematical ideas and learning trajectory within an area of the mathematics curriculum, positions teachers to make consistent, accurate and effective judgements of student’s learning. Teachers and schools are shifting their focus from teaching and learning regimes that prioritize procedural mastery towards those that prioritise building conceptual understandings. This is resulting in a growing mismatch between what is taught and what is tested, since existing testing regimes primarily seek to assess procedural skill over conceptual learning. Schools must therefore rely heavily on teachers to judge students developing conceptualisations, until such time that assessment procedures better align with the outcomes sought by the education system (Jones & Inglis, 2015). Additionally, it looks at what factors support teachers to make judgments of student’s conceptual understandings. The paradigm of interpretivism and social constructivism underpins the focus of this research. Relevant literature is drawn on to support the claims made in relation to hypothetical learning trajectories and their positive impacts on teacher knowledge, practice and judgement. The research evidence that supports using free-response tasks is presented and justifies their use for assessing the breadth and depth of student conceptions. Comparative judgement as a tool for assessing free-response tasks is utilised with consistent and reliable results. The interventions utilised by this design study involved carefully planned, collaborative professional development around the Curriculum Elaborations. Teachers collectively mapped hypothetical learning trajectories, planned appropriate, levelled tasks, assessed student learning through free-response tasks and participated in a comparative judging session for each curriculum area covered. Significant growth was seen in teacher knowledge about the curriculum content and learning progressions. Teachers knew what content to cover, in what order to present it so that it made sense and, how learning outcomes planned into the HLT subsequently related to the mathematics curriculum levels. This understanding positioned teachers to made consistent and accurate judgements about their students learning for both teaching and assessment purposes. The research findings provide insight into the ways teachers can be supported to notice and judge student’s conceptual learning through engaging with collaborative professional development aimed at building their collective knowledge of the curriculum content and progression of learning

Towards a framework of knowledge management in the Chinese public sector: a case study of China customs

There is intensive research in knowledge management study for the private sector in Western countries. However, less research has been done for the public sector, and none has been done in the Chinese public sector. The motivation is that knowledge management issues in the public sector are much neglected in the Chinese public sector. Moreover, compared with knowledge management in the private sector, knowledge management in the public sector has received much less attention. This thesis investigates issues and difficulties and important factors in the process and the implementation of knowledge management for Chinese public organizations and to help them have a better understanding of the process of the knowledge management by developing a framework that is applicable to the Chinese public sector. To address issues and difficulties in the Chinese public sector, this study explored how knowledge management can be applied to the Chinese public organization context. This involves complicated social processes such as social relationships both in and outside the organization. This research takes a social constructionist paradigm, trying to understand and interpret the Chinese public managers' unique experiences, perceived values and embedded Chinese culture that can have great impact on the application of knowledge management to the Chinese public organization. In line with this philosophical stance, Forty three Customs officers in China Customs, mainly at middle or lower level of management, were involved in qualitative interview, with data analyzed through content analysis. The research findings indicate that China Customs has been engaging knowledge management activities all the time although there is no explicit mentioning of the term `knowledge management' and staff has insufficient perception and awareness of the concept of knowledge management. Its management style is strongly influenced by Chinese political system and the Chinese traditions. Therefore, to effectively manage knowledge, it is necessary to change the mindset of leaders and gain their support financially and morally in fostering a learning and knowledge sharing culture, developing a knowledge management strategy, training and rewarding people, and building an infrastructure for information technology. The study is an in-depth analysis of one large government organization's practice of knowledge management, which has not been studied before. Contributively, this study offers understanding of applying knowledge management to the Chinese public context. By drawing upon experience of Chinese public managers, it extends knowledge management theories and offers a contribution to practice grounded in the Chinese context. Significantly, this thesis develops a framework , consisting five activities of knowledge process and six identified important factors through literature review and interviews, by integrating factors into the whole knowledge management process, providing practical guidance for the Chinese public managers to inform how knowledge will be managed in the Chinese public sector

State Strategies for Building Capacity: Addressing the Needs of Standards-Based Reform

Over the past decade or more, state policymakers have concentrated on putting the architecture of standards-based reform in place: setting challenging academic content standards and performance standards for all students; and instituting compatible tests, incentives, and accountability systems to reinforce these ambitious outcomes. Many states and districts have also restructured their governance systems to delegate more authority to local decision-makers. But clearly defined learning goals and accountability systems do not by themselves yield continued improvement in student learning. Some states with high standards and related assessment and accountability programs in place are finding that their early gains in student achievement have plateaued in certain academic areas. Furthermore, achievement gaps between students from majority groups and those from minority groups continue to exist, and students with disabilities still have poorer educational outcomes than other students. Acknowledging that clear standards and strong incentives alone are not sufficient to dramatically change teaching and learning, policymakers and policy analysts have started to talk about and implement “capacity-building” strategies. “Capacity” in this policy context refers to the wherewithal needed to translate high standards and incentives into effective inby Diane Massell struction and strong student performance. This issue of CPRE Policy Briefs examines capacity-building strategies used in eight states, and analyzes their promise and continuing challenges. One way of defining capacity is to ask what elements are needed to support effective instruction. People often think of capacity in terms of teachers’ knowledge and skills. But effective classrooms also require quality instructional materials and students motivated and ready to learn. And, classrooms exist within larger contexts—the school, the school district, and the state education system—that provide educational direction and leadership, and influence social norms as well as access to resources and knowledge. The capacity of classrooms and of organizations that support classrooms fall into seven areas we think are essential to generating improvement in teaching and learning