The application of knowledge based systems to the abstraction of design and costing rules in bespoke pipe jointing systems

This thesis presents the work undertaken in the creation of a knowledge based system aimed at facilitating the design and cost estimation of bespoke pipe jointing systems. An overview of the problem domain is provided and the findings from a literature review on knowledge based systems and applications in manufacturing were used to provide initial guidance to the research. The overall investigation and development process involved the abstraction of design and costing rules from domain experts using a sub-set of the techniques reviewed and the development and implementation of the knowledge based system using an expert system approach, the soft systems methodology (SSM) and the system development lifecycle methodology. Based on the abstracted design and costing rules, the developed system automates the design of pipe jointing systems, and facilitates cost estimation process within third party configuration software. The developed system was validated using two case studies and was shown to provide the required outputs

The Challenge Of Strategic Flexibility: A Case Study

Abstract Strategic Flexibility has been widely cited as a critical success factor and capability for navigating today’s complex and dynamic business landscape. Despite this recognition, there remain considerable challenges in the conceptual understanding and implementation of this strategic principle. Strategic flexibility has also been linked to strategic decision making as the extent to which new and alternative options in strategic decision making are generated and considered. This relationship plays a key role in effective firm response and when combined with a strategically designed leadership pipeline it can result in a valuable source of competitive advantage. Yet we know very little about the interplay between particular environments and the factors that influence executives’ strategic frames as little empirical research has been conducted in this area. Therefore, this study extends knowledge of these relationships by investigating the strategic frames of senior executives, the contexts and the factors that influence their capability for cognitive strategic flexibility. The study explores strategic thinking and decision-making at the individual and organizational levels. Thus, it falls under the Individual and Organizational Minds research stream with significant influence by the two cognitive branches of Information Processing Perspective and Ideological Perspectives. A qualitative and inductive case study method was employed with the use of the Kelley Repertory Grid Interview technique. Consistent with the interpretivist philosophy, this qualitative research focuses on the perceptions and experiences of the participants in the work context. The study revealed multiple factors inhibiting the cognitive strategic flexibility of the individual executives. It also develops new conceptual connections between the Strategic Flexibility and Ambidexterity research streams that show promise for enabling strategic thinking in practice. The inductive creation of the new iSCOPE Framework from this research provides a useful tool that integrates academic theories and facilitates the development of intervention solutions that are concrete, mutually reinforcing and systematic

A knowledge acquisition assistant for the expert system shell Nexpert-Object

This study addresses the problems of knowledge acquisition in expert system development examines programs whose goal is to solve part of these problems. Among them are knowledge acquisition tools, which provide the knowledge engineer with a set of Artificial Intelligence primitives, knowledge acquisition aids, which offer to the knowledge engineer a guidance in knowledge elicitation, and finally, automated systems, which try to replace the human interviewer with a machine interface. We propose an alternative technique to these approaches: an interactive syntactic analyzer of an emerging knowledge base written with the expert system shell called Nexpert Object. This program intends to help the knowledge engineer during the editing of a knowledge base, both from a knowledge engineering and a knowledge representation point of view. The implementation is a Desk Accessory written in C, running on Macintosh concurrently with Nexpert Object

Undergraduate representations of management and the possibilities of critical management education - the case of Portuguese management education.

Mann (2004: 208) identifies three components of emotional labour: 'The faking of emotion that is not felt and/or the hiding of emotion that is felt, and the performance of emotion management in order to meet expectations within a work environment. Nurses working in prison in England and Wales have a dual role; that of both carer and custodian. This thesis examines the emotional labour of nurses working in adult prisons who undertake a dual role in both caring and custody. A qualitative, reflexive methodology was adopted with a postmodern philosophical foundation. Phase one of the study involved semi-structured interviews with nine qualified nurses from three adult prisons: two male establishments and one female. In phase two of the study, two of these nine nurses entered into a supervisory relationship with the researcher. Monthly clinical supervision sessions were held with both nurses over six months. Findings from this study suggest that the nurse working in prison experiences emotional labour as a consequence of four key relationships: the relationship with the prisoner patient, the relationship with officer colleagues, and the relationship with the Institution; the fourth relationship centres on the contradictory discourses the nurse engages with internally, and is referred to as the 'intra-nurse' relationship. This relationship involves on-going internal dialogue between the two selves of the nurse: the professional self and the emotional 'feeling' self. In order to manage the emotion work inherent in prison work, it is suggested that the development of emotional intelligence through clinical supervision and reflective practice is of significant benefit to both health care and discipline staff

Learning from research and development projects / the role of post-project reviews

Successful innovation depends to a high degree on an organization’s ability to develop an effective Research & Development (R&D) process and during the last decades many companies have adopted Stage-Gate® or similar methodologies. Although such methodologies are credited with significantly improving R&D results at many companies, there is still potential for improvement, if organizations can learn from projects. Each and every R&D project should not only result in a successful new product but also generate learning for the organization, because this has a high importance for the competitive advantage of an organization. Post-project reviews (PPRs) are recognized by both practitioners and academics as an appropriate mechanism to stimulate project-to-project learning in R&D project teams. However, PPRs are used by relatively few companies, and those that do utilize them often fail to do so adequately. Surprisingly, although PPRs are widely perceived to be a useful tool, empirical research on how they can best be used and how they support learning within a project team is very limited. This thesis addresses this gap in the extant knowledge and describes five in-depth exploratory case studies, which investigated how PPRs are conducted, how they are perceived by R&D managers and the project-to-project learning that can result from PPRs. Based on a complex research design which combines qualitative and quantitative data from documents, interviews and the observation of PPR meetings, the results show that current PPR practices vary much across different organizations. Furthermore, R&D managers perceive PPRs as important for learning in R&D project teams but difficult to manage effectively. An important result was also that tacit knowledge and experiences play an important role when analysing project-to-project learning. Although the operationalization of tacit knowledge is difficult, the detailed analysis of lessons learnt and metaphors used allowed to gather conclusions on the supporting role of PPRs for the creation and transfer of both explicit and tacit knowledge

The development, implementation and evaluation of a Constructivist learning approach based on personal construct psychology

This study involved the development, implementation and evaluation of a constructivist learning model based on Kelly\u27s (1955) Personal Construct Psychology (PCP). The thesis begins with a rationale for the use of PCP and then the instructional approach is derived from this theoretical basis. Following the derivation, examples of learning materials used in the implementation are presented. The second half of the thesis deals with data gathered before, during and after the implementation which occurred in two Year 9 science classes. The classes were part of a city high school in Western Australia

Contributions to social work education, social work and social theory

SIGLEAvailable from British Library Document Supply Centre- DSC:DX182134 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The Management of Pupils' Disruptive and Challenging Behaviour: facilitating Newly Qualified Teacher thinking through Personal Construct Psychology

The focus of this study is: how can the thinking of the Newly Qualified Teacher (NQT), relating to the management of pupils' disruptive and challenging behaviour, better be understood and best be facilitated? Phase one outlines a national survey of course input on behaviour management within secondary Post Graduate Certificate in Education (PGCE) courses. Data were gathered for this phase through on-line questionnaires and focus groups. Phase two investigates NQTs' personal theories about the management of pupils' behaviour utilising tools from Personal Construct Psychology. Data for this phase came from a series of linked case studies as the researcher followed the progress of four NQTs throughout their induction year in a mainstream secondary school. Findings from phase one reveal a variety of course content across institutions with NQTs reporting a considerable 'mismatch' between what they learnt in training and what they discover is required in actual practice. Findings from phase two highlight NQTs' perceptions about discipline, control and support. The reflexivity inherent in Personal Construct Psychology (PCP) provided impetus for NQTs to reflect, not only on their pupils' behaviour but perhaps, more crucially, on their own behaviour. Tools within PCP provided opportunities for a dialogue; facilitated individual thoughts; enhanced a 'language for behaviour' and provided a focus for learning which promoted self-directed change. As a consequence the NQTs felt empowered, due to the changes having such personal relevance. A subsequent finding from this second phase, the implications of which go beyond this research, is the applicability of PCP's underlying philosophy for the management of pupils' behaviour. This research suggests that NQTs need more support with their management of pupils' behaviour. Recommendations are made for the training of induction mentors in the use of PCP tools in order to facilitate NQT thinking about this specific area of their practice. It is proposed that this should focus particularly on enhancing NQTs' understanding of how teacher behaviour can impact on pupils' behaviour