Regulation of gene expression by the APP family in the adult cerebral cortex

Amyloid precursor protein (APP) is associated with both familial and sporadic forms of Alzheimer’s disease. APP has two homologs, amyloid precursor-like protein 1 and 2 (APLP1 and APLP2), and they have functional redundancy. APP intracellular c-terminal domain (AICD), produced by sequential α- or β- and γ-secretase cleavages, is thought to control gene expression, similarly as the ICD of Notch. To investigate the role of APP family in transcriptional regulation, we examined gene expression changes in the cerebral cortex of APP/APLP1/APLP2 conditional triple knockout (cTKO) mice, in which APP family members are selectively inactivated in excitatory neurons of the postnatal forebrain. Of the 12 previously reported AICD target genes, only Nep and Npas4 mRNA levels were significantly reduced in the cerebral cortex of cTKO mice, compared to littermate controls. We further examined global transcriptional changes by RNA-seq and identified 189 and 274 differentially expressed genes in the neocortex and hippocampus, respectively, of cTKO mice relative to controls. Gene Ontology analysis indicated that these genes are involved in a variety of cellular functions, including extracellular organization, learning and memory, and ion channels. Thus, inactivation of APP family alters transcriptional profiles of the cerebral cortex and affects wide-ranging molecular pathways.

Organization, Information, and Human Capital

Organization performance management (OPM) has been the threshold of profit and non-profit organizations for a century. OPM took off in the education arena in the past decades with the call for greater responsibility/accountability for education quality assurance and accreditation (QAA). This chapter proposes a strategic performance management system (SPMS) based on MBNQA/EFQM performance excellence frameworks to assess HEI organizational performance. It demonstrates that leadership is the precursor of HEI performance management in other performance criteria through three case studies in Thailand and Saudi Arabia. The HEI assessment of its processes/results using Process ADLI (approach, deployment, learning, integration) and Results LeTCI (levels, trends, comparisons, integration) shows that organization/infor/human capitals (OC/IC/HC) integration, individual/organization learning, and organization agility are the critical foundations for HEI successful OPM.

ABSORBED BY EVERYDAY LIFE – STUDENTS’ EXPERIENCE OF THE CHANGING GRAMMAR OF SCHOOLING DURING THE CORONAVIRUS PANDEMIC

This paper reports the findings of the study of selected elements of grammar of schooling (temporal and spatial organization, learning interactions). The study presented in this article focuses on the experiences of 64 1st year pedagogy students’ who had learned in the coronavirus pandemic. The data were collected through questionnaire with open-ended questions about the changes students experienced due to the coronavirus pandemic in areas such as the organisation of space, the organisation of time, learning interactions, forms of work, as well as the expected consequences of the changes they are currently witnessing and the anticipated ‘return to normality’. The article presents the findings related to changes in three elements of the grammar of schooling: (1) spatial organization; (2) temporal organization; and (3) educational interactions. The results of the study indicate that students had to reorganize their space-time due to receiving the educational process from home. Students feel swallowed up by everyday life – the educational process has become one of many routine daily activities. They experience a changein privacy boundaries, which has consequences for other family members as well. Students’ relationships with teacher educators are still formal and centered around the content being taught. Relationships with peers have weakened considerably.

Impact of AI technologies on organisational learning: proposing an organisation cognition schema

Purpose The work depicts an organizational learning schema, which reflects on the cognition structure of workplaces during the integration of AI-powered technologies. Design/methodology/approach This paper summarizes the most recent advances on organizational cognition from organizational studies. The article tries to capture how learning is impacted at the individual level and organization level, with incorporation of AI technologies. Findings The theoretical schema on organizational cognition could be studied and integrated to fill this gap and support an effective and smooth transition from electronic, computer-based industries (characteristics of the third industrial revolution) to AI powered enterprises. Originality/value It's one of the first works to discuss organization learning along with AI technologies.

The Effect of Organizational Innovation and Organizational Learning on Organizational Performance

This research tries to investigate the influence of organizational learning on innovation on one hand and the impact of innovation on performance on the other. Upon the review of literature, two hypotheses projected in pursuit of the research: the positive impact of organizational learning on innovation as well as the co relational effect of innovation with performance. Data was obtained distributing questionnaires in five public sector universities of Peshawar, Khyber Pakhtunkhwa, Pakistan. Conclusions substantiate hypotheses thus provided additional substantiation that organizational learning has a say in innovation capacity, and also the fact that innovation is positively associated to organization learning (R2 = 0.65) and coefficient β is 0.31 this clearly show that innovation leads to organization learning, on the other hand organization learning has positively associated to organization performance (R2 = 0.70) and coefficient β is 0.54 this means that organization learning leads to organization performance, and has positive significant effect on financial performance

Mediating Effect of Organization Learning on the Relationship Between Strategic Change, Knowledge Management and Transformational Leadership ; Case of Indonesia Islamic Banks

This study aims to know influence the mediation of organization learning on strategic change, knowledge management and transformational leadership and performance of Indonesian Islamic Banks. Design / methodology / approach - This study uses quantitative research with a purposive sampling technique with a population of 14 Indonesian islamic banks. The targeted unit of analysis is the Islamic banks manager. There were 239 questionnaires returned and 11 of them did not meet the requirements, so only 228 were used in this study. This study uses SmartPLS 3 to test the hypothesis. This research shows that strategic change, knowledge management and transformational leadership affect organization learning. This study also shows that strategic change, transformational leadership knowledge management and organization learning have an effect on firm performance. Apart from that, the mediating role of the learning organizations also provides consistent results. Research limitation / implications - Islamic banks managers must be able to identify the importance of change for the company, because of the big risks. Supporting knowledge and leadership skills in companies makes Islamic banking better competitive. These three variables become better if the company uses a learning organization because the company will change more quickly and achieve better performance with previous experience. Originality / value - Similar research is usually carried out in manufacturing and service companies and is carried out in developed countries (Europe, America and Africa). The focus of this research is the development of strategic change supported by knowledge management and transformational leadership on performance mediated by learning organizations. This research was also conducted for the first time in Asia with the object of Islamic banks in Jakarta - Indonesia

Coordinating Human and Machine Learning for Effective Organization Learning

With the rise of machine learning (ML), humans are no longer the only ones capable of learning and contributing to an organization’s stock of knowledge. We study how organizations can coordinate human learning and ML in order to learn effectively as a whole. Based on a series of agent-based simulations, we find that, first, ML can reduce an organization’s demand for human explorative learning that is aimed at uncovering new ideas; second, adjustments to ML systems made by humans are largely beneficial, but this effect can diminish or even become harmful under certain conditions; and third, reliance on knowledge created by ML systems can facilitate organizational learning in turbulent environments, but this requires significant investments in the initial setup of these systems as well as adequately coordinating them with humans. These insights contribute to rethinking organizational learning in the presence of ML and can aid organizations in reallocating scarce resources to facilitate organizational learning in practice.

Is “character” the link between organizational learning and learning organization? An interview with Mary M. Crossan

Purpose This paper aims to provide an overview of the Organization Learning and Learning Organization concepts obtaining the perspectives of Professor Mary M. Crossan and presents an evolution of her immense contribution to the field over the past two decades. Design/methodology/approach A conversation with thought-leader, Professor Mary M. Crossan. Findings How different “character configurations” and “processes” enhance organization learning across levels in the organization. Originality/value The discussion with Professor Mary M. Crossan reveals her take on the evolution of the organizational learning framework and the significant role of the “Leader’s Character” in shaping organizational learning. Exploring this evolution provides the context and impetus to researchers and practice leaders to verify.

Learning as cognition: a developmental process for organizational learning

Purpose The aim of this article is to present a viewpoint from learning as individual and group cognition for the benefit of organization learning scholarship. Design/methodology/approach Conceptual viewpoint of the author. Findings The results demonstrate that perspective of intentionality is important for understanding how learning as cognition develops into organizational learning. Practical implications Organizations that recognize perspective as the agency by which learning as cognition develops organizational learning have a better opportunity to remain competitive. Originality/value This paper provides a basis to advance understanding on how perspective influences learning as cognition as a developmental process for organizational learning.