111 research outputs found

    The extent of Kuwaiti Islamic banks restrict the use of Islamic financing tools in their financial operations: a field study

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    This research aims to identify the extent to of Kuwaiti Islamic banks adhere to the use of Islamic financing tools in their financial operations. The study population consists of all (5) banks listed on the Kuwait Stock Exchange. As for the study sample, (100) respondents were selected from Financial managers, accountants, and workers in finance and investment departments work in these banks. The questionnaire was used as a tool for collecting primary data. The results showed that Kuwaiti Islamic banks adhere to the use of Islamic financing tools represented in Murabaha, Musharaka and Mudaraba in their financial operations to a high degree. The study recommended that Kuwaiti Islamic banks should be encouraged to play a more role in Murabaha operations and find appropriate solutions to technical obstacles and culture-related procedures that prevent the provision of Islamic financing through Murabaha

    Assuming Data Integrity and Empirical Evidence to The Contrary

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    Background: Not all respondents to surveys apply their minds or understand the posed questions, and as such provide answers which lack coherence, and this threatens the integrity of the research. Casual inspection and limited research of the 10-item Big Five Inventory (BFI-10), included in the dataset of the World Values Survey (WVS), suggested that random responses may be common. Objective: To specify the percentage of cases in the BRI-10 which include incoherent or contradictory responses and to test the extent to which the removal of these cases will improve the quality of the dataset. Method: The WVS data on the BFI-10, measuring the Big Five Personality (B5P), in South Africa (N=3 531), was used. Incoherent or contradictory responses were removed. Then the cases from the cleaned-up dataset were analysed for their theoretical validity. Results: Only 1 612 (45.7%) cases were identified as not including incoherent or contradictory responses. The cleaned-up data did not mirror the B5P- structure, as was envisaged. The test for common method bias was negative. Conclusion: In most cases the responses were incoherent. Cleaning up the data did not improve the psychometric properties of the BFI-10. This raises concerns about the quality of the WVS data, the BFI-10, and the universality of B5P-theory. Given these results, it would be unwise to use the BFI-10 in South Africa. Researchers are alerted to do a proper assessment of the psychometric properties of instruments before they use it, particularly in a cross-cultural setting

    Minding the Gap: Computing Ethics and the Political Economy of Big Tech

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    In 1988 Michael Mahoney wrote that “[w]hat is truly revolutionary about the computer will become clear only when computing acquires a proper history, one that ties it to other technologies and thus uncovers the precedents that make its innovations significant” (Mahoney, 1988). Today, over thirty years after this quote was written, we are living right in the middle of the information age and computing technology is constantly transforming modern living in revolutionary ways and in such a high degree that is giving rise to many ethical considerations, dilemmas, and social disruption. To explore the myriad of issues associated with the ethical challenges of computers using the lens of political economy it is important to explore the history and development of computer technology

    Actas del XXIV Workshop de Investigadores en Ciencias de la Computación: WICC 2022

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    Compilación de las ponencias presentadas en el XXIV Workshop de Investigadores en Ciencias de la Computación (WICC), llevado a cabo en Mendoza en abril de 2022.Red de Universidades con Carreras en Informátic

    Challenges for engineering students working with authentic complex problems

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    Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting

    Recent Advances in Social Data and Artificial Intelligence 2019

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    The importance and usefulness of subjects and topics involving social data and artificial intelligence are becoming widely recognized. This book contains invited review, expository, and original research articles dealing with, and presenting state-of-the-art accounts pf, the recent advances in the subjects of social data and artificial intelligence, and potentially their links to Cyberspace

    Self-Flipped Classroom Reuse of Student-Produced Videos for Flipped Classrooms

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    Ph. D. ThesisThe cultures of social media and prosumerism enter the domain of modern education and power a shift towards learner-centred active learning with a focus on learning through making in nearly every subject, discipline and level of teaching. Keeping pace with these changes requires pedagogical innovation and motivates us to develop and evaluate a new instructional and learning approach that is built on the reuse of student-produced content. This research has defined such a pedagogical approach, the Self-Flipped Classroom, built on the synergy of Flipped Classroom and learning through making pedagogies. In the proposed approach, the self- part of the name refers to materials that students produce as part of their own learning; and the -flip part of the name refers to reuse of these materials by instructors for teaching other students in the flipped classroom pedagogical model. This thesis presents the Self-Flipped Classroom both from theoretical and practical viewpoints, and discusses the experience of implementing the approach in courses related to Human-Computer Interaction discipline in two universities (Newcastle University, UK and Uppsala University, Sweden). The main contribution of this work is twofold. First, theoretical – in terms of the positioning of the new pedagogy within existing theories and pedagogical approaches. Second, practical – in presenting the testing and evaluation of two variants of the approach (the Distributed and the Enclosed Self-Flipped Classrooms) in real case studies. Anyone who is interested in trying the approach in their own practice will find the results of the presented case studies to be informative from two perspectives: a) student attitudes to and experiences of the Self-Flipped Classroom; b) associated benefits and challenges of the Self-Flipped Classroom for instructors. As part of the investigation of student experiences of the presented approach, this thesis explores lifelong learning skills development (media literacy, collaboration, attribution and others) that are found amid other benefits for students who engage with the Self-Flipped Classroom. The presented research has been conducted in the context of Computer Science education, however, the presented results, and particularly the proposed Self-Flipped Classroom approach, can be applicable to other disciplines.Newcastle Universit
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