An Optimized Approach for Maximizing Business Intelligence using Machine Learning

The subject of study known as business intelligence is responsible for the development of techniques and tools for the analysis of business information with the goal of assisting in the management and decision-making processes of corporations. In the current climate, business intelligence is essential to the process of formulating a strategy and carrying out operations that are data-driven. Throughout the many stages of the company operation, an organization will need assistance evaluating data and making decisions; a decision support system may provide this assistance by including business intelligence as an essential component. The fact that this enormous quantity of data is distributed over a number of different types of platforms, however, makes it a difficult challenge, in particular to understand the information that is actually relevant and to make efficient use of it for business intelligence. One of the most important challenges facing modern society is maximizing business intelligence through the application of machine learning. It offers a full analysis that is based on predictions and is extracted for Business Intelligence techniques along with current application fields. This anomalous gap has been pointed up, and solutions and future research areas have been offered to overcome it in order to create effective business strategies

'Civil' and 'Democratic' Polity A 9th-Century Treatise

Among the political theorists of classical Islam invoked by scholars today, particularly in the context of discussions on 'democracy within Islam' and/or 'civil society in Islam', the name of cAmr b. Bahr al-Jahiz (d. 255/869) is, to the best of my knowledge, never mentioned. Yet, his political treatises or epistles have much to tell us moderns about the conceptualization of the ideal Muslim polity and its leadership by the turn of the 3r d century of the Islamic era. One of his epistles in particular, 'Risalat al-cUthmaniyya' (The Epistle of the cUthmaniyya), deserves closer study due to its possible implications for legitimizing modernist discourse on the extrapolation of democratic principles from the Islamic tradition

The humanistic roots of Islamic administration and leadership for education : philosophical foundations for cross-cultural and transcultural teaching

For a number of decades, a humanistic approach has been a minor but persistent one in the Western field of administrative and leadership studies, and only recently has been broadening to include other humanist traditions (Dierksmeier et al., 2011) and has yet to be fully explored in educational administration and its pedagogy and curriculum although some foundational work has been done (e.g., Samier, 2005). The focus in this chapter is on the Islamic humanist tradition as it relates to the teaching of educational administration and leadership in a Muslim context, with implications for cross-cultural and transcultural use. The second purpose of the chapter is to show the correspondences that exist between the Islamic and Western humanist traditions in terms of human values, knowledge and educational ideal, which in this chapter are argued to be close to the Western Idealist tradition and the German Bildung conception of education as well as the strong interpretive and hermeneutic foundations that originated in the Islamic tradition and which influenced the foundations of many relevant European schools of thought, particularly in the Enlightenment.The initial section of the chapter is a comparative examination of the central principles of the Islamic humanist tradition from the classical through to contemporary times with the Western humanist tradition as they relate to conceptions of the good, ethics, the construction of meaning and a set of higher order values predicated upon human dignity, integrity, empathy, well-being, and the public good (Goodman, 2003) covering a number of important scholars like Al Farabi, al Isfanhani, and Edward Said (e.g., Kraemer, 1986). In both, professions are viewed as meaningful work that allow for large measures of decision making, and are grounded in human qualities and needs including autonomy, freedom and emancipation balanced with responsibilities, obligations and duties to society. These are compared with the corresponding principles of knowledge in Western humanism which includes a strong constructivist view of reality (Makdisi, 1990). Secondly, the chapter examines the principles of good or ideal leadership and administration that humanism aims at in its preparation of officials, including those in the educational sector in both the classical Islamic tradition (Hassi, 2012) and Western approaches to humanistic administration and leadership (Czarniawska-Joerges & Guillet de Monthoux, 1994; Gagliardi & Czarniawska, 2006; Leoussi, 2000). The third section focusses on close correspondences that exist between the Islamic (Afsaruddin, 2016; al-Attas, 1980; Yasin & Jani, 2013) and Western (Aloni, 2007; Veugelers, 2011) humanist education traditions in terms of educational ideal as well as the kind of teaching practices that distinguish these traditions (Daiber, 2013; Dossett, 2014) as they apply to educational administration and leadership (Greenfield & Ribbins, 1993). The chapter concludes with a discussion of how the Islamic humanist tradition can contribute to cross-cultural and transcultural graduate teaching in international educational administration (Khan & Amann, 2013)

Tafsir dekonstruksi :Jihad dan syahid

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