3,464 research outputs found

    UMSL Bulletin 2023-2024

    Get PDF
    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

    Get PDF
    No abstract available

    Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia

    Get PDF
    This book, Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia, makes a unique and needed contribution to the mentoring field as it focuses solely on mentoring in academia. This handbook is a collaborative institutional effort between Utah State University’s (USU) Empowering Teaching Open Access Book Series and the Mentoring Institute at the University of New Mexico (UNM). This book is available through (a) an e-book through Pressbooks, (b) a downloadable PDF version on USU’s Open Access Book Series website), and (c) a print version available for purchase on the USU Empower Teaching Open Access page, and on Amazon

    Management of socio-economic transformations of business processes: current realities, global challenges, forecast scenarios and development prospects

    Get PDF
    The authors of the scientific monograph have come to the conclusion that ĐĽanagement of socio-economic transformations of business processes requires the use of mechanisms to support of entrepreneurship, sectors of the national economy, the financial system, and critical infrastructure. Basic research focuses on assessment the state of social service provision, analysing economic security, implementing innovation and introducing digital technologies. The research results have been implemented in the different models of costing, credit risk and capital management, tax control, use of artificial intelligence and blockchain. The results of the study can be used in the developing of policies, programmes and strategies for economic security, development of the agricultural sector, transformation of industrial policy, implementation of employment policy in decision-making at the level of ministries and agencies that regulate the management of socio-economic and European integration processes. The results can also be used by students and young scientists in the educational process and conducting scientific research on global challenges and creation scenarios for the development of socio-economic processes

    Forms of Understanding of XAI-Explanations

    Full text link
    Explainability has become an important topic in computer science and artificial intelligence, leading to a subfield called Explainable Artificial Intelligence (XAI). The goal of providing or seeking explanations is to achieve (better) 'understanding' on the part of the explainee. However, what it means to 'understand' is still not clearly defined, and the concept itself is rarely the subject of scientific investigation. This conceptual article aims to present a model of forms of understanding in the context of XAI and beyond. From an interdisciplinary perspective bringing together computer science, linguistics, sociology, and psychology, a definition of understanding and its forms, assessment, and dynamics during the process of giving everyday explanations are explored. Two types of understanding are considered as possible outcomes of explanations, namely enabledness, 'knowing how' to do or decide something, and comprehension, 'knowing that' -- both in different degrees (from shallow to deep). Explanations regularly start with shallow understanding in a specific domain and can lead to deep comprehension and enabledness of the explanandum, which we see as a prerequisite for human users to gain agency. In this process, the increase of comprehension and enabledness are highly interdependent. Against the background of this systematization, special challenges of understanding in XAI are discussed

    “If it wasn’t for them, I would probably just breakdown”: An IPA study exploring how secondary aged girls with SEMH needs describe and make sense of their relationships in school.

    Get PDF
    The prevalence of social, emotional and mental health difficulties amongst young people has increased and Child, Adolescent and Mental Health Services (CAMHS) are struggling to respond to the current need. Therefore, more than ever, schools are playing a role in supporting young people with these needs, and the relationships they have in school are at the forefront of this. Previous research suggests that the range of relationships formed in school can play a key role in supporting or hindering the social, emotional and mental health of students. SEMH needs amongst girls have been consistently under identified in schools which has led to them being underrepresented in the research. Furthermore, studies in this area tend to utilise quantitative designs and, typically, self-report questionnaires to explore either the positive or negative aspects of specified relationships in school. This study aims to give a voice to girls with SEMH needs and seek insight into their relationships in school, without being restricted by a specific narrative or scale, which has so often been the feature of research in this area. This thesis explored how three secondary aged girls with SEMH needs experience a single-sex secondary school and the meaning they take from the relationships they have within it. Interviews were recorded, transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Poignant themes were generated to summarise their experiences: Sources of Support, The Emotional Experience, Difficult Past Experiences, and Identity. In the discussion of the findings, the girl’s accounts are linked to various psychological theories to help explore their experiences. The findings provide several implications for EPs and schools as well as outlining directions for future research

    Authentic alignment : toward an Interpretative Phenomenological Analysis (IPA) informed model of the learning environment in health professions education

    Get PDF
    It is well established that the goals of education can only be achieved through the constructive alignment of instruction, learning and assessment. There is a gap in research interpreting the lived experiences of stakeholders within the UK learning environment toward understanding the real impact – authenticity – of curricular alignment. This investigation uses a critical realist framework to explore the emergent quality of authenticity as a function of alignment.This project deals broadly with alignment of anatomy pedagogy within UK undergraduate medical education. The thread of alignment is woven through four aims: 1) to understand the alignment of anatomy within the medical curriculum via the relationships of its stakeholders; 2) to explore the apparent complexity of the learning environment (LE); 3) to generate a critical evaluation of the methodology, Interpretative Phenomenological Analysis as an approach appropriate for realist research in the complex fields of medical and health professions education; 4) to propose a functional, authentic model of the learning environment.Findings indicate that the complexity and uncertainty inherent in the LE can be reflected in spatiotemporal models. Findings meet the thesis aims, suggesting: 1) the alignment of anatomy within the medical curriculum is complex and forms a multiplicity of perspectives; 2) this complexity is ripe for phenomenological exploration; 3) IPA is particularly suitable for realist research exploring complexity in HPE; 4) Authentic Alignment theory offers a spatiotemporal model of the complex HPE learning environment:the T-icosa

    Belvedere Meridionale : 35. Ă©vf. (2023) 1. sz.

    Get PDF
    • …
    corecore