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This paper proposes a model of word memory based on an interconnected network of simple neuron‐like computational cells. Major features of the model are the ease of implementation using currently available hardware, and the fact that the principles underlying its operation may be extended to a comprehensive information processing system based on a hierarchy of such networks. The concepts of distributed data storage, the establishing of logical relations between stored items, and the construction of an integrated data structure are characterised in terms of the patterns of activity of the network.

Starting with a Moore‐type automaton the bases for a brain‐like sequential machine are laid down. The problem is considered both at the level of a physical structure and a state structure. The logic is cellular and variable to accommodate learning and generalization. It is shown that this structure can “learn to live” in a consistent environment. Concepts such as recognition and recall of environmental events, short‐term memory, data generation (analogous to speech production) and attention are shown to be natural attributes of the model.

This paper describes the use of the MINERVA adaptive computing system in an investigation of feedback in learning networks. The feedback is such as to provide, at the input of the network, information regarding the action which the network is taking as a result of a pattern which is input on a different set of terminals. It will be shown that this type of network is very sensitive to small differences between incoming patterns and can provide the basis of a model of animal behaviour such as may be found in frogs when snapping at an insect.

Biometric authentication, which requires storage of biometric templates and/or encryption keys, raises a matter of serious concern, since the compromise of templates or keys necessarily compromises the information secured by those keys. To address such concerns, efforts based on dynamic key generation directly from the biometrics have recently emerged. However, previous methods often have quite unacceptable authentication performance and/or small key spaces and therefore are not viable in practice. The purpose of this paper is to propose a novel method which can reliably generate long keys while requires storage of neither biometric templates nor encryption keys.

This proposition is achieved by devising the use of fingerprint orientation fields for key generation. Additionally, the keys produced are not permanently linked to the orientation fields, hence, allowing them to be replaced in the event of key compromise.

The evaluation demonstrates that the proposed method for dynamic key generation can offer both good reliability and security in practice, and outperforms other related methods.

In this paper, the authors propose a novel method which can reliably generate long keys while requires storage of neither biometric templates nor encryption keys. This is achieved by devising the use of fingerprint orientation fields for key generation. Additionally, the keys produced are not permanently linked to the orientation fields, hence, allowing them to be replaced in the event of key compromise.

Two solid state cameras are used in conjunction with an IBM personal computer and a PUMA 560 robot operating under VAL I to align accurately a fabric deposited on an aluminium work surface. The method adopted and the software used is of a modular design so as to use the end‐effector of the robot to achieve the aligning of the fabric or alternatively to use a dedicated device such as an aligning table. Lighting is by ordinary fluorescent light. The software filters out noise such as the frayed edges of a fabric.

Gives reports and surveys of selected current research and developments in systems and cybernetics. They include: A calculus of ethics for a systemic world, Biocybernetics, Neuroscience, Neural technology, Computational model for chocolate, Safety‐critical systems (SCSs), Scientific and technical information from Russia, Cybernetics and systems control, Automation and cybernetics, UK science research.

This paper aims to critically examine traditional approaches to paradoxes and propose a new approach and perspective that views “chiasmic” organizing as a intertwining combination of structure and processes that facilitate the handling of multiple interrelations for processing paradoxes and harness their creative potential in organizations.

Employing a cross-disciplinary approach, a literature review and a critical lens, along with conceptual work (typology), are used to identify problems and deficiencies in existing research on paradoxes. Specifically, it draws on Merleau-Ponty's process-oriented phenomenology and post-Cartesian ontology to gain a comprehensive understanding of post-dualistic forms of chiasmic organizing and its relationship with paradoxical phenomena.

The process-oriented phenomenology and post-Cartesian ontology used in this article offer valuable insights and a critical approach to comprehend post-dualistic forms of chiasmic organizing in relation to paradoxes. This understanding can help in tapping into the energizing and creative potential of paradoxes. The paper also highlights the significance of the “in(ter)-between” as a reversible principle in chiasmic organizing and proposes some implications.

Limitations and implications of this study are identified and discussed.

The paper offers practical implications for organizations in processing paradoxes.

This paper contributes to the existing literature by providing a conceptual critique and proposing a novel understanding of chiasmic organizing as an intertwining structure and mediating processes by employing a process-oriented phenomenology and post-Cartesian ontology. It also offers innovative ways to approach paradoxes and tap into their creative potentials, which can bring about change in organizations.

Students with developmental/intellectual disabilities (ID/DD) often have serious health issues that require additional medical care and supervision. Serious health issues also mean increased absence and additional lags in academic achievement and development of adaptive and social skills. The incorporation of artificial intelligence in the education of a child with ID/DD could ameliorate the educational, adaptive and social skill gaps that occur as a direct result of persistent health problems.

The literature regarding the use of artificial intelligence in education for students with ID/DD was collected systematically from international online databases based on specific inclusion and exclusion criteria. The collected articles were analyzed deductively, looking for the different gaps in the domain. Based on the literature, an artificial intelligence–based architecture is proposed and sketched.

The findings show that there are many gaps in supporting students with ID/DD through the utilization of artificial intelligence. Given that the majority of students with ID/DD often have serious and chronic and comorbid health conditions, the potential use of health information in artificial intelligence is even more critical. Therefore, there is a clear need to develop a system that facilitates communication and access to health information for students with ID/DD, one that provides information to caregivers and education providers, limits errors, and, therefore, improves these individuals' education and quality of life.

This review highlights the gap in the current literature regarding using artificial intelligence in supporting the education of students with ID/DD. There is an urgent need for an intelligent system in collaboration with the updated health information to improve the quality of services submitted for people with intellectual disabilities and as a result improving their quality of life.

This study contributes to the literature by highlighting the gaps in incorporating artificial intelligence and its service to individuals with ID/DD. The research additionally proposes a solution based on the confounding variables of students’ health and individual characteristics. This solution will provide an automated information flow as a functional diagnostic and intervention tool for teachers, caregivers and parents. It could potentially improve the educational and practical outcomes for individuals with ID/DD and, ultimately, their quality of life.

Through his call to “reverse the lens” in leadership, Shamir (2007) helped trigger the emergence of followership theory as a new field of study in leadership research. While followership theory brings exciting new opportunities to leadership studies, it also introduces theoretical and conceptual challenges for researchers. In this chapter we address these challenges by showing how followership can be positioned fully within the leadership construct. We extend Shamir’s (2007) call for a balanced view in leadership by showing how followership theory adds new perspectives on the ways in which we can study leadership as a dynamic, fluid, relational process. The alternative views we present (e.g., position, role, identity, constructionist, and co-creation) approach leadership study from a range of paradigmatic perspectives that allow us to more fully capture the behaviors, interactions, relational dynamics, and processes through which leadership and followership are created and constructed. We conclude by reflecting on Shamir’s legacy as a scholar, and the contributions he made through his willingness to not only open his mind, but also to constructively challenge alternative perspectives and views.

As teachers of leadership, we have noticed that our students often get “stuck” thinking about leadership in overly simplistic ways that dichotomize task and relationship-orientations, often resulting in overly simplistic understandings of leadership processes. In this reflective essay, we draw upon two approaches to leadership theory—leadership psychology and discursive leadership—to consider why the leadership dichotomy occurs and provide ideas for how leadership instructors might restructure and refocus their courses to help students transcend it to develop more reflexive, contextualized understandings of leadership. We suggest four ideas for innovating leadership pedagogy: 1) rethink the typical chronological organization, 2) challenge students to identify leadership myths, 3) engage students in applied leadership contexts, and 4) emphasize leadership as a communicative practice.