James R. Curran is an Australian computational linguist. He is the former CEO of Grok Academy and previously a senior lecturer at the University of Sydney. He holds a PhD in Informatics from the University of Edinburgh. == Research == Curran's research focuses on natural language processing (NLP), more specifically combinatory categorial grammar and question answering systems. In addition to his contributions to NLP, Curran has produced a paper on the development of search engines to assist in driving problem based learning. == Works == Curran has co-authored software packages such as C&C tools, a CCG parser (with Stephen Clark). == Educational work == In addition to his work as a University of Sydney lecturer, Curran directed the National Computer Science School, an annual summer school for technologically talented high school students. In 2013, based on their work with NCSS, he, Tara Murphy, Nicky Ringland and Tim Dawborn founded Grok Learning. In 2013 he was one of the authors of the Digital Technologies section of the Australian Curriculum - its first appearance in the national curriculum. Additionally, he acted as an advocate for digital literacy among Australian students. He was the academic director of the Australian Computing Academy, a not-for-profit within the University of Sydney until its merger with Grok Learning in 2021 to form Grok Academy. In 2022, Grok Academy under Curran secured a significant amount of funding from Richard White, founder of WiseTech, with the aim of developing new courses and encouraging other large technology companies to donate likewise. In 2024 Curran cohosted an unreleased children's reality TV show called Future Fixers, which Grok was co-producing. The show was abandoned after other producers learned of pre-existing harassment claims against him. == Sexual harassment allegations == In October 2024, he resigned from his position as CEO and board member of Grok Academy after multiple allegations of harassment were substantiated by an independent investigator. It was reported that over a 10-year span there were nine women, including six who were in high school at the time, that allege Curran sent them inappropriate messages. Additionally, it was revealed that a 2019 University of Sydney investigation found 35 cases of harassment, after which he received a warning and a 2024 University of New South Wales investigation was referred to the NSW police, who took no action as they found no criminal wrongdoing by Curran, in part because the students were over 16 at the time of the alleged harassment. In December 2024, Curran said he was “deeply sorry” for his actions.
Reciprocal human machine learning
Reciprocal Human Machine Learning (RHML) is an interdisciplinary approach to designing human-AI interaction systems. RHML aims to enable continual learning between humans and machine learning models by having them learn from each other. This approach keeps the human expert "in the loop" to oversee and enhance machine learning performance and simultaneously support the human expert continue learning. == Background == RHML emerged in the context of the rise of big data analytics and artificial intelligence for intelligent tasks like sense-making and decision-making. As machine learning advanced to take on more roles, researchers realized fully autonomous systems had limitations and needed human guidance. RHML extends the concept of human-in-the-loop systems by promoting reciprocal learning. Humans learn from their interactions with machine learning models, staying up-to-date on evolving technology. The models also learn from human feedback and oversight. This amplification of learning on both sides is a key focus of RHML. The approach draws on theories of learning in dyads from education and psychology. It also builds on human-computer interaction and human-centered design principles. Implementing RHML requires developing specialized tools and interfaces tailored to the application == Applications == RHML has been explored across diverse domains including: Cybersecurity - Software to enable reciprocal learning between experts and AI models for social media threat detection. Organizational decision-making - RHML to structure collaboration between humans and AI systems. Workplace training - Using RHML for workers to learn from AI technologies on the job. Open science - Using human and AI collaboration to promote open science. Production and logistics - turning workers and intelligent machines into teammates. RHML maintains human oversight and control over AI systems, while enabling cutting-edge machine learning performance. This collaborative approach highlights the importance of keeping the human expert involved in the loop. An example of RHML in application is Free Spirit (AFSFCV), an open-source architecture first published in early 2025 as a whitepaper, proposing a visually structured approach to intent-based human–AI interaction.
Operational system
An operational system is a term used in data warehousing to refer to a system that is used to process the day-to-day transactions of an organization. These systems are designed in a manner that processing of day-to-day transactions is performed efficiently and the integrity of the transactional data is preserved. == Synonyms == Sometimes operational systems are referred to as operational databases, transaction processing systems, or online transaction processing systems (OLTP). However, the use of the last two terms as synonyms may be confusing, because operational systems can be batch processing systems as well. Any enterprise must necessarily maintain a lot of data about its operation.
Organizational metacognition
Organizational metacognition is knowing what an organization knows, a concept related to metacognition, organizational learning, the learning organization and sensemaking. It is used to describe how organizations and teams develop an awareness of their own thinking, learning how to learn, where awareness of ignorance can motivate learning. The organizational deutero-learning concept identified by Argyris and Schon defines when organizations learn how to carry out single-loop and double-loop learning. It has also been described as learning how to learn through a process of collaborative inquiry and reflection (evaluative inquiry). "When an organization engages in deutero-learning its members learn about the previous context for learning. They reflect on and inquire into previous episodes of organizational learning, or failure to learn. They discover what they did that facilitated or inhibited learning, they invent new strategies for learning, they produce these strategies, and they evaluate and generalize what they have produced" Learning what facilitates and inhibits learning enables organizations to develop new strategies to develop their knowledge. For example, identification of a gap between perceived performance (such as satisfaction) and actual performance (outcomes) creates an awareness that makes the organization understand that learning needs to occur, driving appropriate changes to the environment and processes. == Learning prototypes == Wijnhoven (2001) grouped four learning prototypes that best meet learning needs, the match between these needs and learning norms dictating an organization's learning capabilities; deutero-learning is the acquisition of these capabilities. knowledge gap analysis classification of problems to select operationally required knowledge and skills coping with organizational tremors and jolts by anticipation, response and adjustments of behavioural repertoires decisional uncertainty measurement == Terminological ambiguities == Organizational metacognition and organizational deutero-learning have both been described as the concept or phenomenon where organizations learn how to learn. Argyris and Schon (1978) place deutero-learning into their cognitive theory of action framework, neglecting aspects of adaptive behaviour and context core to Bateson's (1972) original definitions. In order to resolve terminological ambiguities, Visser (2007) reviewed and reformulated the concept of deutero-learning as, "the behavioral adaptation to patterns of conditioning in relationships in organizational contexts, distinguishing it from meta-learning and planned learning" (pg. 659). == Significance == Organizational metacognition is considered a key norm to the prescriptive concept of the learning organization. Its significance has been recognized by industry, the military and in disaster response. == Examples in practice == Examples of poor metacognition (deutero-learning) have been described in knowledge network environments, "Knowledge networking is important to most competitive enterprises today. Enterprise knowledge is becoming ever more specialized in nature, so no single person or organization can know everything in detail. Hence addressing complex, multidisciplinary problems requires developing and accessing a network of knowledgeable people and organizations. The problem is, many otherwise knowledgeable people and organizations are not fully aware of their knowledge networks, and even more problematic, they are not aware that they are not aware. This focuses our attention toward organizational metacognition."
Novell Storage Manager
Novell Storage Manager is a system software package released by Novell in 2004 that uses identity, policy and directory events to automate full lifecycle management of file storage for individual users and organizational groups. By tying storage management to an organization's existing identity infrastructure, it has been pointed out, Novell Storage Manager enables the administration of users across all file servers "as a single pool rather than [in] separate independently managed domains." Novell Storage Manager is a component of the Novell File Management Suite. == How It Works == Novell Storage Manager dynamically manages and provisions storage based on user and group events that occur in the directory, including user creations, group assignments, moves, renames, and deletions. When a change happens in the directory that affects a user’s file storage needs or user storage policy, Storage Manager applies the appropriate policy and makes the necessary changes at the file system level to address those storage needs. The following key components comprise Novell Storage Manager's identity and policy-driven state machine architecture: Directory services; Storage policies; Novell Storage Manager event monitors; Novell Storage Manager policy engine; Novell Storage Manager agents; and Action objects. This state machine architecture enables the engine to properly deal with transient waits with directory synchronization issues. It also allows recovery from failures involving network communications, a target server or a server running a component of Storage Manager—including the policy engine itself. If a failure or interruption occurs at any point during operation, Storage Manager will be able to successfully continue the operation from where it was when the interruption occurred. == Reviews == Jon Toigo called Novell Storage Manager "a robust and smart approach to corralling user files... into an organized and efficient management scheme". He also said it was "best in class" of the products he'd reviewed.
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
Retention period
A retention period (associated with a retention schedule or retention program) is an aspect of records and information management (RIM) and the records life cycle that identifies the duration of time for which the information should be maintained or "retained", irrespective of format (paper, electronic, or other). Retention periods vary with different types of information, based on content and a variety of other factors, including internal organizational need, regulatory requirements for inspection or audit, legal statutes of limitation, involvement in litigation, and taxation and financial reporting needs, as well as other factors as defined by local, regional, state, national, and/or international governing entities. Once an applicable retention period has elapsed for a given type or series of information, and all holds/moratoriums have been released, the information is typically destroyed using an approved and effective destruction method, which renders the information completely and irreversibly unusable via any means. Alternatively, it may be converted from one form to another (e.g. from paper to electronic), depending on the defined retention period per format. Information with historical value beyond its "usable value" may be accessioned to the custody of an archive organization for permanent or extended long-term preservation. == Defensible disposition == Defensible disposition refers to the ability of an identified and applied retention period to effectively provide for the defense of the record, and its eventual destruction or accessioning when scrutinized within a court of law or by other review. It is commonly advised by records and information management (RIM) professionals that any and all retention periods applied to organizational information should be reviewed and approved for use by competent legal counsel, which represents the organization, and is familiar with the specific business needs and legal and regulatory requirements of the organization. Additionally, a practical approach to information assessment/classification, proper documentation of the disposition program, strategic review of disposition policy over time for efficacy are required for proper defensible disposition. == Guidance and education organizations == ARMA International Information and Records Management Society filerskeepers records retention FAQ