Biological observations, indicate that amnesia is an integral part of the human Learning system. Thus, amnesia in Learning algorithms is not necessarily destructive and can be constructive. In implementation, due to space constraints and the number of neurons, a limited number of training patterns can be taught to the network. Consequently, to be able to obtain long-term Learning capability, it must possess a kind of forgetting mechanism to make space for new Learning patterns. Thus, a type of forgetting mechanism similar to the function of the human brain is necessitated. The need for a forgetting mechanism is more acute in online training. Amnesia is modeled as the loss of information from memory. In this paper, the ALM, which is one of the most widely used methods, is employed. The selected algorithm models the system based on the distribution of ink drops based on training data. In this method, in all the implementations, the amplitude of the ink drops on the IDS planes remains unchanged, and no amnesia occurs, which is contrary to biological observations. In this work, the forgetting mechanism is added to the presented algorithm, and simulations in the modeling process are investigated.

Organizational forgetting is new concept that recently entered to organization and management literature and researchers attend to it. Current research investigates the effect of organizational forgetting (intentional and accidental) on organizational Learning process. Research design is descriptive, survey and in terms of goal is applicable. Data was gathered by means of researcher made questionnaire of organizational Learning and forgetting. Research census is all managers and experts of Jahad Daneshgahi central office in Tehran city. According to Cochran formula size of sample is 127, which randomly selected from census. The results show that Planned organizational forgetting is a significant positive effect on organizational Learning process while non-targeted organizational forgetting no significant effect on the process of organizational Learning; Then, the effectiveness of organizational forgetting (intentional and accidenta) were measured on different factors. For example, it was found that organizational forgetting is a positive and significant effect on the dissemination of knowledge, knowledge performance, and result review. The results showed that accidental organizational forgetting had no significant effect on these factors.

Purpose: One of the topics for manufacturers today is to discuss the diversity of customer tastes, which to manage this situation with the least change in products, requires multiple lines that have the necessary flexibility to produce these products. On the other hand, many products require assembly operations. The main purpose of this article is to balance these issues according to the conditions of the workforce and different products. Methodology: This paper presents two mathematical models to minimize the number of workstations per given cycle time. In the first model, all parameters are definite. Since customer demand may not be constant and this factor can affect the cycle time, the second model uses a robust approach to this issue. Findings: Analysis of various issues shows that a robust modeling approach provides a more reliable design and allows decision makers to have better assembly based on a better understanding of short-term and long-term conditions under conditions of demand uncertainty. Originality/Value: In this paper, two new mathematical models for assembly line balance are presented. Multi-models in which assembly operations are performed manually by workers and for more accurate planning, the differences that workers have in terms of Learning and forgetfulness effect on assembly line balance are considered.

Background Todays, professional ethics was recommended one of the variables that can effect on another organization perspectives, therefore the aim of present study was to study the correlation of professional ethics with Learning and intentional organizational forgetting in staff sport offices in Isfahan province, considering the mediating role of knowledge sharing. Method This is an applied descriptive-correlation research. Statistical society includes all staff of sport offices in Isfahan province (N=408) among which sample was determined to be 260 based on structural equations. Data were gathered by four standard questionnaires. Also, data were analyzed by structural equation modeling through Lisrel software. Results Results showed that professional ethics has a positive and significant correlation with knowledge sharing, organizational Learning, and intentional organizational forgetting, by coefficient 0. 83, 0. 91, and 0. 87, respectively. Furthermore, professional ethics has a positive and significant correlation indirectly by mediation of knowledge sharing variable with organizational Learning by coefficient 0. 75 meanwhile. Conclusion The result of study show that for proper knowledge sharing, developing Learning organizational and intentional forgetting organizational; the managers should concentrate to production and optimum promotion of professional ethics.

The present study aims to establish a manufacturer-retailer integrated inventory model to jointly compute the optimal values of order quantity, lead time, reorder point, and number of shipments considering the e, ect of Learning-forgetting phenomenon on the setup cost. The fabrication process of the manufacturer is not perfect,therefore, a certain level of product quality can be obtained for an additional cost. Service level constraint is incorporated into the inventory model to evade the backorder, which has negative impact on the company reputation. The lead time is also reduced by crashing cost. The proposed inventory model is illustrated through an example according to which centralized decision is preferred over the decentralized one. In addition, the analysis reveals that players should make a compromise concerning their pro, t if they wish to enhance the service level and product quality. The pro, t of the centralized system increases under the effect of Learning-forgetting on the setup cost.

Perception and issues related to the quality of its attainment are crucial in Avicenna's philosophical discussions. He stands as the lone Muslim philosopher attempting to present a coherent theory on forgetting and recalling. Examining the possibility of forgetting and recalling in any scientific subject, and their occurrence for all people, is of utmost importance from the standpoint of epistemology in Avicennan philosophy. This aspect has been investigated in the present research in an analytical-descriptive manner. The questions addressed in this research include: What is the truth behind recalling and forgetting, the degrees of each, and the distinction between recalling and Learning? Avicenna's discussions in this field are grounded in his theory about obtaining forms and their entrance into the mind from the outside world, as well as his categorization of different types of sensory, imaginary, apprehensive, and intellectual perceptions. forgetting is a common attribute among humans and some animals, while recalling scientific forms is unique to humans. The non-materiality of imagination power and its perceptions, coupled with sensory evidence, fundamentally challenges Avicenna's perspective in this field. Learning is the acquisition of a new scientific form, marking a transition from the unknown to the known. On the other hand, recalling involves re-perceiving the scientific form that was previously apprehended.