Hyperion Coe

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Creating a Hyperion Center of Excellence A Roadmap

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Definition of COE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Presenter: Nici Cooper, Assistant Director, University of Wolverhampton Overview: As part of a Digital Campus Transformational Change, Wolverhampton University aim to deploy software applications to staff and students anywhere, on-demand. With a large software portfolio and silo based structure the challenge to give better access to software was large. This presentation covers how Wolverhampton University answered the following; - How to deliver a better experience for everyone - How to address the issues of application virtualization - How to ensure a successful virtualization project Application virtualization, VDI and teamwork are highlighted within this presentation. Awesome :-) More at www.software2inc.com

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Citation: Beierle, Felix, Akiko Aizawa, and Joeran Beel. “Exploring Choice Overload in Related-Article Recommendations in Digital Libraries.” In 5th International Workshop on Bibliometric-enhanced Information Retrieval (BIR) at the 39th European Conference on Information Retrieval (ECIR), 2017. Abstract: We investigate the problem of choice overload – the difficulty of making a decision when faced with many options – when displaying related-article recommendations in digital libraries. So far, research regarding to how many items should be displayed has mostly been done in the fields of media recommendations and search engines. We analyze the number of recommendations in current digital libraries. When browsing fullscreen with a laptop or desktop PC, all display a fixed number of recommendations. 72% display three, four, or five recommendations, none display more than ten. We provide results from an empirical evaluation conducted with GESIS ’ digital library Sowiport, with recommen dations delivered by recommendations-as-a-service provider Mr. DLib. We use click-through rate as a measure of recommendation effectiveness based on 3.4 million delivered recommendations. Our results show lower click-through rates for higher numbers of recommendations and twice as many clicked recommendations when displaying ten instead of one related-articles. Our results indicate that users might quickly feel overloaded by choice.

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Institute H: The Road to Becoming a Center of Excellence Thursday, October 8, 9:00 am - 12:00 p.m., Executive C D Lisa D'Adamo-Weinstein, Director, Academic Support Northeast Center of SUNY Empire State College Elaine Richardson, Retired Director, Academic Success Center Clemson University Laura Sanders, Assistant Dean, Student Success, College of Engineering Valparaiso University The purpose of the Centers of Excellence Designation Program is to:  promote professional standards of excellence for learning centers;  encourage centers to develop, maintain and assess quality programs and services to enhance student learning;  honor the history of established and unique learning centers; and  celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and discuss the steps for completing an application. We will also share insights gathered during the first two rounds of applications reviews to assist participants in developing a clear plan for how they can best put together their own application

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32 rcm.org.uk/midwives Th e latest step-by-step practical guide... PRACTICE 32 Write a research proposal HOW TO... Valerie Finigan covers all aspects of what a research proposal needs to include and where to begin when writing it. Writing a research proposal may be the most challenging part of the research process – the document must systematically recommend how your study will be conducted (Hollins-Martin and Flemming, 2010). It is the key to gaining ethical approval, grant application success and academic qualifi cation. Yet the question is often asked: ‘What will a research proposal contain and what should it look like?’ First of all, it is important that you are passionate about the research topic, have a vested interest in it, and that it will add to the profession’s body of scientifi c knowledge. Discuss your idea with an experienced researcher too, prior to starting your proposal. Th e proposals must be succinctly written and clearly chronicle facts, it must craft a convincing line of reasoning and an argument for study approval (Marshall, 2012). Ask the questions: 1. What is the research about? 2. Why is it important? 3. What is the process that will be taken to accomplish project goals and objectives? 4. What will the project cost? 5. Who is the best person to conduct this study? (Marshall, 2012). Simple steps to follow: 1 Read the criteria for your proposal If a format for writing is given, use it. Check grammar, word count and remember format and brevity are important (12-point font, legible and with a generous margin will make the proposal easier to read and comment on) to keep the reviewer more engaged. Find a peer or colleague to proofread the proposal before submission, they may fi nd a fl aw that you have overlooked. Submit on time, or the work may be declined. 2 Underpin the study with a research question Th is enables you to choose the title and design for your project and identify the appropriate methodology to answer the question of interest. While the idea of the subject may be in your mind, the question must be focused and manageable to enable you a purposeful and planned approach. Th e title you choose for the study should be used consistently throughout all regulatory documents (ethical approval consideration, proposal and any grant applications). Th e title needs to draw the attention of the reviewer, so make it succinct and exciting. 3 The abstractA brief description of your research proposal, the abstract should be a summary of the entire project. It includes a statement of the purpose of your research and a brief description of its study design and methodology. 4 Introduction sectionWithin the introduction you should include some background information about your topic that is appropriate and to the point. Here you convey the main 032-033_MID_summer OPINION_Practice_How_to v2.indd 32032-033_MID_summer OPINION_Practic ...

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Final Assignment Written assignment (Research Proposal) Activity brief BRM221 – Research Methods II Online campus Professor: Dr. Hasan Evrim Arici | [email protected] Description Research Proposal The students will develop a research proposal for their future dissertation. Please use the “Dissertation Proposal Form” attached. Format This activity must meet the following formatting requirements: • Font size 12 • Double-spaced • Word Limit: N/A • Harvard Referencing System Goal(s) • To evaluate students’ knowledge of the theory and practice of quantitative research methods. • To evaluate the students on how to formulate, analyze, and present their research findings. • To appraise students’ knowledge about research philosophies, and how to apply them effectively in their research; • To evaluate how students choose the appropriate research designs/methods; • To evaluate students’ understanding of the various ethical considerations while conducting and presenting their research. Due date Date: Monday, 20th September 2021 Time: 14.00h CEST Weight towards final grade This activity has a weight of 60% towards the final grade. Learning outcomes • Understand: the different philosophies of research which act as a guide and filter to formulating appropriate research designs. • Knowledge: acquire knowledge of the different research approaches; techniques and methods. • Identify: which data collection method(s) best correlate to their research. • Apply: research methods skills developed in this course will be applied to any research conducted by the student. • Analyze and Evaluate: the results of their research findings as a basis and context for real world business decision making. Assessment criteria The grading rubric below will be used to evaluate students’ assignment. Good luck! Rubric: written assignment Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F) Problem identification The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented. The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed. The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth. The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis. The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted. Information gathering The student showed skill in gathe ...

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