Understanding Modules At-Risk Within University Using a Context-Aware Business Intelligence Framework

2017 ◽  
Author(s):  
Alfred Mutanga ◽  
Armstrong Kadyamatimba
Keyword(s):  
At Risk ◽  
Business Intelligence ◽  
Context Aware

scholarly journals Organizational Memory

2014 ◽  
pp. 206-223
Author(s):  
Isabel Ramos ◽  
Jorge Oliveira e Sá
Keyword(s):  
Decision Making ◽  
At Risk ◽  
Problem Solving ◽  
Business Intelligence ◽  
Organizational Memory ◽  
Collective Knowledge ◽  
Turbulent Environment ◽  
The Real

Nowadays, the major challenge to organizations managers is that they must make appropriate decisions in a turbulent environment while it is hard to recognize whether information is good or bad, because actions resulting from wrong decisions may place the organization at risk of survival. That is why organizations managers try to avoid making wrong decisions. In order to improve this, managers should use collective knowledge and experiences shared through Organizational Memory (OM) effectively to reduce the rate of unsuccessful decision making. In this sense, Business Intelligence (BI) tools allow managers to improve the effectiveness of decision making and problem solving. In the light of these motivations, the aim of this chapter is to comprehend the role of BI systems in supporting OM effectively in the real context of a crowdsourcing academic initiative called CrowdUM.

Organizational Memory

2019 ◽  
pp. 1369-1386
Author(s):  
Isabel Ramos ◽  
Jorge Oliveira e Sá
Keyword(s):  
Decision Making ◽  
At Risk ◽  
Problem Solving ◽  
Business Intelligence ◽  
Organizational Memory ◽  
Collective Knowledge ◽  
Turbulent Environment ◽  
The Real

Nowadays, the major challenge to organizations managers is that they must make appropriate decisions in a turbulent environment while it is hard to recognize whether information is good or bad, because actions resulting from wrong decisions may place the organization at risk of survival. That is why organizations managers try to avoid making wrong decisions. In order to improve this, managers should use collective knowledge and experiences shared through Organizational Memory (OM) effectively to reduce the rate of unsuccessful decision making. In this sense, Business Intelligence (BI) tools allow managers to improve the effectiveness of decision making and problem solving. In the light of these motivations, the aim of this chapter is to comprehend the role of BI systems in supporting OM effectively in the real context of a crowdsourcing academic initiative called CrowdUM.

scholarly journals Text Assisted Insight Ranking Using Context-Aware Memory Network

2019 ◽  
Vol 33 ◽  
pp. 427-434
Author(s):  
Qi Zeng ◽  
Liangchen Luo ◽  
Wenhao Huang ◽  
Yang Tang
Keyword(s):  
Data Analysis ◽  
Business Intelligence ◽  
Training Data ◽  
Context Information ◽  
Context Aware ◽  
Statistical Features ◽  
Ranking Problem ◽  
Main Challenge ◽  
Ranking Model ◽  
Memory Network

Extracting valuable facts or informative summaries from multi-dimensional tables, i.e. insight mining, is an important task in data analysis and business intelligence. However, ranking the importance of insights remains a challenging and unexplored task. The main challenge is that explicitly scoring an insight or giving it a rank requires a thorough understanding of the tables and costs a lot of manual efforts, which leads to the lack of available training data for the insight ranking problem. In this paper, we propose an insight ranking model that consists of two parts: A neural ranking model explores the data characteristics, such as the header semantics and the data statistical features, and a memory network model introduces table structure and context information into the ranking process. We also build a dataset with text assistance. Experimental results show that our approach largely improves the ranking precision as reported in multi evaluation metrics.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Exploring the Validity and Operational Impact of Using Allied Health Assistants to Conduct Dysphagia Screening for Low-Risk Patients Within the Acute Hospital Setting

2020 ◽  
Vol 29 (4) ◽  
pp. 1944-1955 ◽  
Author(s):  
Maria Schwarz ◽  
Elizabeth C. Ward ◽  
Petrea Cornwell ◽  
Anne Coccetti ◽  
Pamela D'Netto ◽  
...  
Keyword(s):  
At Risk ◽  
Allied Health ◽  
Assessment Tool ◽  
Hospital Setting ◽  
Low Risk ◽  
False Negatives ◽  
Exact Agreement ◽  
Risk Patients ◽  
Impact Phase ◽  
Operational Impact

Purpose The purpose of this study was to examine (a) the agreement between allied health assistants (AHAs) and speech-language pathologists (SLPs) when completing dysphagia screening for low-risk referrals and at-risk patients under a delegation model and (b) the operational impact of this delegation model. Method All AHAs worked in the adult acute inpatient settings across three hospitals and completed training and competency evaluation prior to conducting independent screening. Screening (pass/fail) was based on results from pre-screening exclusionary questions in combination with a water swallow test and the Eating Assessment Tool. To examine the agreement of AHAs' decision making with SLPs, AHAs ( n = 7) and SLPs ( n = 8) conducted an independent, simultaneous dysphagia screening on 51 adult inpatients classified as low-risk/at-risk referrals. To examine operational impact, AHAs independently completed screening on 48 low-risk/at-risk patients, with subsequent clinical swallow evaluation conducted by an SLP with patients who failed screening. Results Exact agreement between AHAs and SLPs on overall pass/fail screening criteria for the first 51 patients was 100%. Exact agreement for the two tools was 100% for the Eating Assessment Tool and 96% for the water swallow test. In the operational impact phase ( n = 48), 58% of patients failed AHA screening, with only 10% false positives on subjective SLP assessment and nil identified false negatives. Conclusion AHAs demonstrated the ability to reliably conduct dysphagia screening on a cohort of low-risk patients, with a low rate of false negatives. Data support high level of agreement and positive operational impact of using trained AHAs to perform dysphagia screening in low-risk patients.

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