Seng Wai Loke, Leon Sterling and Liz Sonenberg
Finding specific information on the Web can be difficult and time‐consuming due to the Web’s tremendous size and the current speed of network connections. Information agents that…
Abstract
Finding specific information on the Web can be difficult and time‐consuming due to the Web’s tremendous size and the current speed of network connections. Information agents that search the Web on behalf of users are invaluable. Since information needs are diverse, there should be tools for users to build their own agents that specialize in finding the information they want. These tools should be usable by non‐programmers. This paper describes ARIS, a shell for constructing information agents without coding. Our approach is akin to expert system shells, where the user supplies the knowledge for each specialist agent, and a common engine utilizes the agents’ knowledge. An agent’s search is guided by knowledge about how Web sites in a given domain are typically structured. We also report on our experiences with two agents built using ARIS.
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Maria A. Moore, John Huxford and Jennifer B. Bethmann
At a time when governmental corruption seems rife and administrations grow ever more secretive, the whistleblower is a crucial resource in journalism’s attempts to make…
Abstract
At a time when governmental corruption seems rife and administrations grow ever more secretive, the whistleblower is a crucial resource in journalism’s attempts to make accountable those who wield power. Yet despite legislation that is meant to protect employees and officials who expose wrongdoing, a governmental “war on whistleblowers” has made the hazards faced by many whistleblowers increasingly grim. This chapter explores the role of the journalist/whistleblower collaboration in disclosing important, but sensitive, information involving national security. In discussing case studies of those who have braved the government’s anger, we examine not only the circumstances of these breaches, but also their political and legal repercussions.
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The equation of unified knowledge says that S = f (A,P) which means that the practical solution to a given problem is a function of the existing, empirical, actual realities and…
Abstract
The equation of unified knowledge says that S = f (A,P) which means that the practical solution to a given problem is a function of the existing, empirical, actual realities and the future, potential, best possible conditions of general stable equilibrium which both pure and practical reason, exhaustive in the Kantian sense, show as being within the realm of potential realities beyond any doubt. The first classical revolution in economic thinking, included in factor “P” of the equation, conceived the economic and financial problems in terms of a model of ideal conditions of stable equilibrium but neglected the full consideration of the existing, actual conditions. That is the main reason why, in the end, it failed. The second modern revolution, included in factor “A” of the equation, conceived the economic and financial problems in terms of the existing, actual conditions, usually in disequilibrium or unstable equilibrium (in case of stagnation) and neglected the sense of right direction expressed in factor “P” or the realization of general, stable equilibrium. That is the main reason why the modern revolution failed in the past and is failing in front of our eyes in the present. The equation of unified knowledge, perceived as a sui generis synthesis between classical and modern thinking has been applied rigorously and systematically in writing the enclosed American‐British economic, monetary, financial and social stabilization plans. In the final analysis, a new economic philosophy, based on a synthesis between classical and modern thinking, called here the new economics of unified knowledge, is applied to solve the malaise of the twentieth century which resulted from a confusion between thinking in terms of stable equilibrium on the one hand and disequilibrium or unstable equilibrium on the other.
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This chapter proposes a sustainable trajectory for leadership and diversity, equity, and inclusion (DEI) organizational change in higher education. Leadership practices and…
Abstract
This chapter proposes a sustainable trajectory for leadership and diversity, equity, and inclusion (DEI) organizational change in higher education. Leadership practices and strategies necessary to construct and implement change and cultivate diverse, equitable, and inclusive educational environments are deliberated, with particular emphasis on transformational leadership theories and practices. These types of organization development practices produce concrete transformation in institutions that have long-established, inert, and deeply entrenched cultures in which discriminatory or even racist practices have been deeply embedded and accepted over time. The complex dynamics of transformation in higher education, brought on, in part, by the rigidity of its organizational structure coupled with its history and foundation in racism and racist practices, makes achieving sustainable change difficult in higher education. Transformational change requires the creation of new mental models through meaning making and perspective sharing that allow individuals in higher education to think differently about how higher education institutions should operate given the rapid shifts in our society. Organizational change leaders must engage in deep, purposeful, and critical reflection and examination of the organization's culture to lay the groundwork for significant change. The chapter explores topics such as leading change through transformational leadership and the styles, practices, and capabilities associated with it, leadership development, strategic diversity leadership, and the Chief Diversity Officer (CDO) as change leader in higher education. The internal and external environmental trends demanding substantive change in higher education continue to intensify over time. The demand for pervasive transformation in higher education is resounding, and institutional leaders must be open to and even drive new and innovative approaches to shifting its very core – its DNA, its culture – to meet those demands.
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- Transformational change
- leading transformation
- higher education change
- transformational leadership styles
- transformational leadership practices
- transformational leadership capabilities
- organization development & change
- strategic diversity leadership
- Chief Diversity Officer (CDO)
- DEI in higher education
Andrés Felipe Astaíza Martínez and Gina Alexandra Rojas León
Researchers from different disciplines have advocated for the incorporation of Systems Thinking in higher education in various fields such as environmental studies, engineering…
Abstract
Purpose
Researchers from different disciplines have advocated for the incorporation of Systems Thinking in higher education in various fields such as environmental studies, engineering, economics and management. Nevertheless, educational experiences that seek to integrate the systems approach and citizenship education are not numerous and have not been sufficiently documented. This research paper presents classroom research aimed at understanding how Systems Thinking and citizenship education are articulated within a general education course.
Design/methodology/approach
The research was designed using Grounded Theory within an exploratory-descriptive approach. To collect data, the following techniques were used: participant observation, focus group and documentary analysis. The data analysis was carried out through the constant comparative method in its open, axial, selective and theoretical contrast coding phases.
Findings
The data analysis highlights the potential of Systems Thinking within the context of Citizenship Education as a comprehensive set of cognitive, affective and methodological tools. Moreover, it sheds light on the pedagogical practices, the teaching strategies and the type of socioemotional interactions in the classroom that are key elements in promoting citizenship attitudes, ideas and behaviors.
Originality/value
The research underscores the importance of a systemic vision of education that explicitly incorporates social-emotional learning and experiences of citizen participation beyond the classroom where students can build new knowledge from first-hand interactions with processes of social transformation.
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Pablo Durán Santomil, Pablo Crisanto Lombardero Fernández and Luis Otero González
The purpose of this study is to evaluate whether the classification of the equity mutual fund depends on the performance measure used.
Abstract
Purpose
The purpose of this study is to evaluate whether the classification of the equity mutual fund depends on the performance measure used.
Design/methodology/approach
The sample for this study includes stock mutual funds for the USA, Europe and emerging market economies covering the period 2010 to 2020. Using more than 20 performance measures the results are compared using the Sharpe ratio as the reference.
Findings
The results show that performance measures based on absolute reward–risk ratios like Sortino, Treynor, etc. have similar rankings, because in general the numerator (mean excess return) is the same. However, when the authors employ other types of performance measures, results may be significantly different, especially in the case of metrics for “incremental returns”, i.e. alphas. Focussing on markets, their results show that choosing performance measures is more relevant for emerging markets.
Research limitations/implications
The sample is only limited to the USA, Europe and the emerging market, and there are other performance metrics in the literature which have not been covered in this work.
Practical implications
The ordering of equity mutual funds depends on the measure used, specially if investors employ factor models to measure excess returns (alphas). Hence, policy formulation on disclosure of mutual fund performance should encourage the use of several metrics from different families. Investors must be aware of the different rankings made and the most appropriate metrics based on their preferences.
Originality/value
This paper focusses specifically on the effect that performance metrics have on relative fund performance. Previous studies have ignored alpha metrics to rank funds, which are commonly employed by investors. The authors’ study performs an analysis for three different markets considering the two main developed ones (the American and European equity markets), as well as the emerging one, largely ignored until now.