5,175 research outputs found

    Inclusive Intelligent Learning Management System Framework - Application of Data Science in Inclusive Education

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    Dissertation presented as the partial requirement for obtaining a Master's degree in Data Science and Advanced Analytics, specialization in Data ScienceBeing a disabled student the author faced higher education with a handicap which as experience studying during COVID 19 confinement periods matched the findings in recent research about the importance of digital accessibility through more e-learning intensive academic experiences. Narrative and systematic literature reviews enabled providing context in World Health Organization’s International Classification of Functioning, Disability and Health, legal and standards framework and information technology and communication state-of-the art. Assessing Portuguese higher education institutions’ web sites alerted to the fact that only outlying institutions implemented near perfect, accessibility-wise, websites. Therefore a gap was identified in how accessible the Portuguese higher education websites are, the needs of all students, including those with disabilities, and even the accessibility minimum legal requirements for digital products and the services provided by public or publicly funded organizations. Having identified a problem in society and exploring the scientific base of knowledge for context and state of the art was a first stage in the Design Science Research methodology, to which followed development and validation cycles of an Inclusive Intelligent Learning Management System Framework. The framework blends various Data Science study fields contributions with accessibility guidelines compliant interface design and content upload accessibility compliance assessment. Validation was provided by a focus group whose inputs were considered for the version presented in this dissertation. Not being the purpose of the research to deliver a complete implementation of the framework and lacking consistent data to put all the modules interacting with each other, the most relevant modules were tested with open data as proof of concept. The rigor cycle of DSR started with the inclusion of the previous thesis on Atlântica University Institute Scientific Repository and is to be completed with the publication of this thesis and the already started PhD’s findings in relevant journals and conferences

    University of South Dakota 2023 AASHE STARS Assessment Report

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    https://red.library.usd.edu/sustainability-projects/1008/thumbnail.jp

    Development of linguistic linked open data resources for collaborative data-intensive research in the language sciences

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    Making diverse data in linguistics and the language sciences open, distributed, and accessible: perspectives from language/language acquistiion researchers and technical LOD (linked open data) researchers. This volume examines the challenges inherent in making diverse data in linguistics and the language sciences open, distributed, integrated, and accessible, thus fostering wide data sharing and collaboration. It is unique in integrating the perspectives of language researchers and technical LOD (linked open data) researchers. Reporting on both active research needs in the field of language acquisition and technical advances in the development of data interoperability, the book demonstrates the advantages of an international infrastructure for scholarship in the field of language sciences. With contributions by researchers who produce complex data content and scholars involved in both the technology and the conceptual foundations of LLOD (linguistics linked open data), the book focuses on the area of language acquisition because it involves complex and diverse data sets, cross-linguistic analyses, and urgent collaborative research. The contributors discuss a variety of research methods, resources, and infrastructures. Contributors Isabelle Barrière, Nan Bernstein Ratner, Steven Bird, Maria Blume, Ted Caldwell, Christian Chiarcos, Cristina Dye, Suzanne Flynn, Claire Foley, Nancy Ide, Carissa Kang, D. Terence Langendoen, Barbara Lust, Brian MacWhinney, Jonathan Masci, Steven Moran, Antonio Pareja-Lora, Jim Reidy, Oya Y. Rieger, Gary F. Simons, Thorsten Trippel, Kara Warburton, Sue Ellen Wright, Claus Zin

    Academic integrity : a call to research and action

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    Originally published in French:L'urgence de l'intégrité académique, Éditions EMS, Management & société, Caen, 2021 (ISBN 978-2-37687-472-0).The urgency of doing complements the urgency of knowing. Urgency here is not the inconsequential injunction of irrational immediacy. It arises in various contexts for good reasons, when there is a threat to the human existence and harms to others. Today, our knowledge based civilization is at risk both by new production models of knowledge and by the shamelessness of knowledge delinquents, exposing the greatest number to important risks. Swiftly, the editors respond to the diagnostic by setting up a reference tool for academic integrity. Across multiple dialogues between the twenty-five chapters and five major themes, the ethical response shapes pragmatic horizons for action, on a range of disciplinary competencies: from science to international diplomacy. An interdisciplinary work indispensable for teachers, students and university researchers and administrators

    2023-2024 Lynn University Academic Catalog

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    The 2023-2024 Academic Catalog initially published as a web-only document. The Department of Marketing and Communication created a PDF version, which is available for download here.https://spiral.lynn.edu/accatalogs/1052/thumbnail.jp

    Financial advisor ethics: how institutional logics and self-determination influence advisors and their fiduciary duty

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    In the United States, Registered Investment Advisor firms have a legal and arguably moral duty to provide advice in the best interest of their clients. However, advisors sometimes fall short of their responsibility leading to clients receiving suboptimal advice, paying for services they do not need, or willingly paying for needed advisory services but are underserved. To find solutions, the researcher begins by determining what gives rise to ethical failures among financial advisors. For this purpose, the researcher investigates competing intra-institutional logics at a large U.S.-based financial advisory firm utilizing a Q methodology study and semi-structured interviews. Institutional logics theory and self-determination theory constitute the theoretical lenses used in the thesis. The current state of the literature is robust insofar as works relating to various forms of institutional logics and self-determination theory. However, the institutional logics literature is not so well developed regarding intra-institutional logics, which is the relevant issue here. Regarding self-determination theory, where the availability of relevant literature is deep, the researcher finds room to fill a gap by proposing a novel theoretical contribution to update the current self-determination theory framework model. At its essence, the thesis is a work about professional ethics with financial advisors as the focus. Within works found in the popular press, one can discover many articles dealing with financial advisor ethics. However, based on a systematic literature review, the same cannot be said for peer-reviewed academic works. This PhD research project is intended to help fill this along with the aforementioned gaps. The researcher also touches on agency theory and why it was not chosen as a theoretical lens to examine the organization, even though some might assume it would have been an obvious choice. The emperical contribution derives from findings suggesting that although advisors are intrinsically motivated and care about client wellbeing, they lack sufficient autonomy, are unduly influenced by sales pressure, and are uneasy working in a sales culture that undermines executing their fiduciary responsibilities. The researcher concludes that it is necessary to change the standards for advisor performance evaluations and compensation plans for which recommendations are provided
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