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The techniques for representing and analyzing business processes are referred to as business process modeling. Many business process modeling methods and their associated tools have been used to capture the characteristics of business processes. However, most methods view business processes from different perspectives and have different features and capabilities. Thus, an important research question is how process designers should select appropriate modeling methods for their BPR initiatives. In this paper, we propose a framework for selecting business process modeling methods based on modeling objectives. This framework can serve as the basis for evaluating modeling methods and generating selection procedures. A general selection procedure is also described. We use an expense claim process as an example to illustrate the application of the selection procedure.

This second part of the paper summarizes typical pitfalls as they can be observed in larger process modeling projects.

The identified pitfalls have been derived from a series of focus groups and semi‐structured interviews with business process analysts and managers of process management and modeling projects.

The article continues the discussion of the first part. It covers issues related to tools and related requirements (7‐10), the practice of modeling (11‐16), the way we design to‐be models (17‐19), and how we deal with success of modeling and maintenance issues (19‐21). Potential pitfalls related to strategy and governance (1‐3) and the involved stakeholders (4‐6) were discussed in the first part of this paper.

This paper is a personal viewpoint, and does not report on the outcomes of a structured qualitative research project.

The provided list of intotal 22 pitfalls increases the awareness for the main challenges related to process modeling and helps to identify common mistakes.

This paper is one of the very few contributions in the area of challenges related to process modeling.

Complex system modeling requires not only understanding of modeling framework but also domain knowledge of the system. The purpose of this paper is to present an approach which separates the domain knowledge from the modeling framework with different views.

By establishing the mechanism of association and fusion among the views, the description and characterization of system from different aspect and point of view can form a complete system model. Based on the approach, a modeling and simulation (M&S) platform named SimFaster is developed. Modeling environment and simulation engine are the most important parts of the platform. The modeling environment provides multi‐views and multi‐layers to help the developers to modeling the structure, layers, composition, behavior, and interactions of an application system. The simulation engine provides mechanism of integration and interaction for components and objects, and provides runtime support for the concepts and terms from modeling environment. The simulation engine organizes the objects in the memory of distributed system as reflective object database system, so it is repository centered architecturally.

Based on the approach of multi‐views modeling, the platform is a flexible framework and supports top‐down design, model reuse and interoperation, dynamic refinement of models, corporative design among different users in different stages, and the rebuilt of application rapidly.

This paper deals with high‐level models of the complex systems.

This platform helps to design, modeling, and simulation complex system (especially for weapon combat system). It can participate into all the stages of the development of complex product/system, and can support the validation, refinement, optimization of models, and systems.

This paper presents a multi‐views modeling approach for the modeling of complex system.

The purpose of this paper is to propose an availability modeling method of complex multiple units system (CMUS) based on the multi-agent technique.

Based on the multi-agent technique, this paper describes the availability model structure for CMUS and develops agent-based models of components, maintenance policies, maintenance tools, maintenance fields, and maintenance staff, as well as the communication method among the different agents. On the basis of the agent-based availability modeling theory, the availability simulation scheme of CMUS is given using MATLAB. Thus, the availability modeling theory of CMUS and its simulation method are developed. To demonstrate the applicability of the proposed availability modeling method, a numerical example is given.

The proposed agent-based modeling method is applicable to availability modeling of CMUS, including the modeling of component failure, maintenance tools/fields/staff, maintenance policy, and structural/economic dependence among components.

As a bottom-top, modular, expandable, and reusable modeling theory, the agent-based modeling method might be useful for availability modeling of different CMUSs in reality.

The multi-agent technique is introduced into availability modeling of multi-component systems in this paper. Thus, it is possible to model failure of many components, maintenance policies, maintenance tools, maintenance fields, and maintenance staff together for availability analysis of complex systems of equipment.

This paper summarizes typical pitfalls as they can be observed in larger process modeling projects.

The identified pitfalls have been derived from a series of focus groups and semi‐structured interviews with business process analysts and managers of process management and modeling projects.

The paper provides a list of typical characteristics of unsuccessful process modeling. It covers six pitfalls related to strategy and governance (1‐3) and the involved stakeholders (4‐6). Further issues related to tools and related requirements (7‐10), the practice of modeling (11‐16), the way we design to‐be models (17‐19), and how we deal with success of modeling and maintenance issues (19‐21) will be discussed in the second part of this paper.

This paper is a personal viewpoint, and does not report on the outcomes of a structured qualitative research project.

The provided list of total 22 pitfalls increases the awareness for the main challenges related to process modeling and helps to identify common mistakes.

This paper is one of the very few contributions in the area of challenges related to process modeling.

The conceptual framework of mathematical modeling (e.g., Lesh & Doerr, 2003) is a vital area in mathematics education research, and its implementation has potential for deeply involving children in integrated and meaningful learning. In mathematical modeling learners are active agents in content-integrated, real-world problem solving. This emphasis on integrating multiple content areas to answer big questions, the pursuit of mathematical modeling, descends from Dewey’s work. We present the definition, principles, and design of modeling practices for readers who may be familiar with early childhood curriculum but less so with using modeling for learning. We explore the application of mathematical modeling to early childhood classrooms and its compatibility with early childhood pedagogies and philosophies. Young children may often be underestimated, assumed to be unable to pose big questions that can be answered through activity, experience, and data; but we discuss how young children can be engaged in problems through mathematical modeling. Finally, as preservice teacher educators, we discuss preparing preservice and in-service teachers for modeling in their classrooms. We offer examples and guidance for early childhood teachers to engage in authentic practice – meeting children where their interests are and creating integrated problem-solving experiences.

In order to determine the status quo of PLS path modeling in international marketing research, we conducted an exhaustive literature review. An evaluation of double-blind reviewed journals through important academic publishing databases (e.g., ABI/Inform, Elsevier ScienceDirect, Emerald Insight, Google Scholar, PsycINFO, Swetswise) revealed that more than 30 academic articles in the domain of international marketing (in a broad sense) used PLS path modeling as means of statistical analysis. We assessed what the main motivation for the use of PLS was in respect of each article. Moreover, we checked for applications of PLS in combination with one or more additional methods, and whether the main reason for conducting any additional method(s) was mentioned.

This chapter focuses on one particular practice that came to the forefront in over a dozen teacher education sessions with government schoolteachers in southern India- the reflective practice “Dialogic Modeling.” This chapter delves into two primary facets of dialogic modeling: how it operates and how it fosters opportunities to study the practices being modeled. To help supporters’ and critics’ reading, this chapter examines the form of several episodes of dialogic modeling. By form, the author refers to terms such as logic, structure, and conditions. This form and function analytic is critical to recognizing the mechanics of the practice, and provides an understanding of how a reflective dialogic practice can operate. The chapter also takes up why this form matters for how teachers learn to do their work, and how doing the work of teaching can be bolstered through reflective practice. By doing so, the chapter aims to provide additional warrants for the claims that teacher education can, and likely should, involve teacher-learners in the deliberate study of principled practices. Moreover, the author argues that modeling as it is commonly done leaves much to chance and squanders the opportunity to learn and build teachers’ capacities.

One way to improve the quality of business and software processes is to make them compliant with standard. This paper seeks to explore the suitability of the BPMN and the teaching method for process modeling, which uses SEI CMMI‐SW standard as input and produces software process models as output.

The research approach consists of two parts. First, the students' responses during practical lectures of process modeling were gathered and studied. Then, the teaching process was modified and students' responses were studied again. The second part involves the survey about students' attitude towards BPMN usability and ease of use.

There are two key findings of the study. First, using the SEI CMMI‐SW standard in early phases of software process modeling is not very effective, because it overloads the students with abstract requirements, which are included in the standard. The more effective way is to use the standard in later phases of process modeling, in the phase of assessment and improvement of the process model. The second key finding is that there is a positive attitude among students towards BPMN usage for process modeling.

There is no evidence that this teaching approach can be generalized beyond the population of information science students and academic environment.

The improved teaching method for business and software process modeling can be used in similar environments (practical lectures of process modeling). Although there is no evidence, quality managers from organizations can also benefit from the lesson learned and avoid a less suitable process‐modeling approach.

The paper is useful to all roles in education and businesses, who deal with process models and standards (teachers, business and software analysts, quality managers, process designers).