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Critical Starter Resources for AI in Business Today

Leaders don’t need a technical understanding of AI to understand the impact and potential uses of AI in their own organization.   What they need is a basic grasp of what AI can do, and how it can be applied to business problems.   Here are three critical resources to get started with: What is Machine Learning? - An informed and succinct definition. Natural Language Processing – Current Applications and Future Possibilities - A basic guide to natural language processing, including use-cases in healthcare, customer service, and more. Computer Vision Applications – Shopping, Driving and More - An overview of computer vision use-cases in banking, healthcare, retail, and more.   Later this week, we’ll examine some of the most impactful use-cases of AI across major sectors (including financial services and healthcare) and examine some of the common themes and patterns that matter most for executives.   If you’re interested in turning practical AI insight into successful adoption of AI within your company, you may also be interested in our full report on AI adoption:   Learn More About the “Getting Started with AI” Report >>

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DATA  ANALYTICS

ANÁLISIS DE DATOS ADUANEROS

Mediante el análisis de datos, las organizaciones ahora tienen la oportunidad de transformar los datos fiscales en información valiosa. Imagine obtener la capacidad de interpretar los enormes volúmenes de datos transaccionales capturados en sus sistemas comerciales, encontrando impuestos pagados en exceso y reclamados de manera insuficiente y descubriendo oportunidades comerciales ocultas.

Al acceder a los datos fiscales relevantes de una manera fácil de usar, puede mantener el control de sus procesos fiscales, identificando riesgos y aprovechando oportunidades.

Deja de luchar con los datos fiscales. Comienza a ganar con eso.

Descubre el valor en los datos aduaneros

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Feedback We’re Hearing: Sleeplessness Many of you, particularly those of you with younger children, tell us that juggling your personal and professional responsibilities under lockdown has made it nearly impossible to get a good night’s sleep. With the end of the semester hopefully providing some relief, we wanted to share this recent Harvard Business Review article by Amie M. Gordon and Christopher M. Barnes on how working parents can prioritize sleep. Our favorite tip? “Quit while you’re ahead. We’ve all wanted to stay up just a little longer to finish the task we’re working on. But if you’re trying to work when it’s time to go to bed, you’re going to be more inefficient and make more mistakes. Instead, stick to your bedtime and return to your task the next day when you’ll be refreshed, thinking clearly, and can get it done in half the time.”

What’s Inspiring Us Mastering Case Teaching in Online Classes Read article Online Teaching Survival Guide: A 7-Part Audio Series Read article Higher Ed Needs a Long-Term Plan for Virtual Learning Read article

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6 End-of-Semester Reflections We’re Sharing

This semester has been tough, to say the least. Taking time to reflect on what you’ve learned, what has sidelined you, and where you’ve focused your limited time and mental space is a worthy exercise. Paul John “PAO” Peña, a lecturer in the economics department at De La Salle University in Manila, Philippines, recently shared a blog post entitled “Teaching in the time of coronavirus” containing his end-of-semester reflections. While we recommend reading the whole post, we wanted to highlight some specific lessons below.

1	Students are teaching partners, too. Partnering with students, getting their feedback, listening to suggestions, and creating the experience together not only makes the design problem relatively more comfortable to manage, but also more meaningful to them.

2	A dynamic syllabus works. With a dynamic syllabus, I was able to refocus topics and rethink specific content that would fit students’ learning needs while still achieving the desired learning outcomes.

3

Keep it interactive even outside contact hours. Student engagement in a typical classroom does not end when the bell rings. In remote learning, keeping in touch is even more necessary. We had an online group where I coordinated activities, shared bits and pieces of other sources of knowledge, and provided off-the-cuff thoughts and ideas. But more importantly, it was where I listened even when everyone was silent. It was the virtual version of “being there” for them.

4	Big classes held in plenary do not always work well. In a case-based learning class where students learn in groups by doing cases together, I find shorter sessions done in smaller groups to be more efficient in making learning stick. Plenary sessions tend to lose the “high touch” factor.

5	Keep an open mind and be forgiving of yourself. Online teaching can be exhausting. Recording sessions can take hours, while facilitating live sessions requires a bigger personality to maintain attention. So forgive yourself for not being perfect. You are doing the best you can; trust that students appreciate you.

6	Be there even when students are not or cannot be. We are there even when it is hard. We are there not only in good times but also in dire times. All we could hope for is that by being there, they too won’t give up on themselves.

Adapted from “Teaching in the time of coronavirus” by Paul John Peña. Are there any takeaways from this semester you want to share? Let us know.

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Realizing what really matters—and adjusting assessment accordingly Insights from Dr. Jeanette Landin, Assistant Professor of Business and Accounting at Landmark College in Putney, Vermont, USA: “The transition from on-campus to online has been challenging for every student with whom I interact, either as a professor or an advisor. Landmark College’s students all have learning differences (e.g., dyslexia, ADHD, and autism spectrum disorders) and their on-campus experience involved frequent contact and support. To maintain that high-contact atmosphere, professors have been offering a daily office hour per course to facilitate 1:1 discussion that often goes beyond course concepts to include executive function challenges, struggles of working with low-bandwidth internet, expressions of grief that often appear as low motivation, and the fear of not being able to comprehend or complete work without the support they need. Accordingly, grading considerations in my classes have shifted from rigid deadlines and late penalties to a much gentler approach that allows students to work at their own pace and accommodates their various learning needs. I created a weekly thread in which students can self-assess their work during the week, tell me what they completed, share how they feel about their progress, and voice any concerns they have. This practice has evolved into a sort of shared evaluation process, and students have noted where they think they can do better during the next week.”

Dr. Jeanette Landin, Landmark College in Putney, Vermont, USA

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How Has the Pandemic Shifted Your Perspective on Grading? Making students active participants in the evaluation process Insights from Adrián Zicari, Director of the Center of Excellence Management and Society at ESSEC Business School in Cergy, France: “From the very beginning, we decided on a combination of evaluation tools. Some of those tools are conventional (automatically graded multiple choice exams, for example), but one is not: supervised peer assessments. I have to admit that, at first, I was not convinced this concept would work. But now I see it in a different light. Here’s how it works: Students submit their essays, and then the platform assigns each student essays from three of their peers to evaluate. Students grade their colleagues’ work according to predetermined guidelines, and I of course remain available for consultation. Similar to how it works for academic papers, the assessment is double-blind. Having said this, the peer assessment remains supervised: once students assess their peers, I often intervene—in cases, for example, where grades differ greatly. I ask students to provide high quality feedback, the same kind they would want to receive themselves. When I read the feedback, I’m happy to see how often it’s constructive and positive. This favorably impacts participation grades and, in turn, helps my large online class of more than 300 students develop a sense of community and mutual support in the learning process.”

	Adrián Zicari, ESSEC Business School in Cergy, France

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Desde HBPE

May 19, 2020 This semester—this strange, unpredictable, and seemingly endless semester—is drawing to a close for many of us. While what’s next for higher education is an open question—one we’re discussing in a webinar tomorrow and would love to hear your thoughts on—you can, at the very least, take a moment to reflect on making it this far. Well, you can, just as soon as you finish grading. Which brings up an important point: how exactly is grading supposed to work now, anyway? For educators, the pandemic has introduced all sorts of complications into the grading process, with concerns both practical (how do you fairly evaluate classroom participation when some students don’t have a reliable internet connection?) and personal (how hard do you really want to be on students who are struggling with coursework while also grappling with health issues or financial hardships?). In this week’s issue of The Faculty Lounge, we’re looking at ways educators have approached the challenge of grading and the end of the semester, including applying innovative evaluation techniques, reflecting on lessons learned, and maybe, just maybe, catching up on some well-earned rest. As always, please keep telling us how you’re feeling; we know it’s been a stressful slog for so many of you.

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Desde Inform News uk PWC

COVID-19     Accounting implications of the effects of coronavirus: PwC In depth INT2020-02 The In depthINT2020-02 continues to be updated with practical guidance, the below sections have had new FAQs added to them: Non-financial assets Financial instruments Leases Going concern Key considerations in applying post-model adjustments or ‘overlays’ in estimating expected credit losses In this publication, we provide considerations that might be helpful in developing and monitoring such overlays. A Pharmaceutical and life science industry focus on COVID-19 accounting considerations The COVID-19 pandemic has developed rapidly in 2020. Measures taken to contain the virus have affected economic activity in the Pharmaceutical sector, which in turn has implications for financial reporting. Click here for the details. PwC IFRS Talks - Episode 78: COVID-19 and classification and measurement in IFRS 9 Listen to our podcast here. PwC IFRS Talks - Episode 77: COVID-19 implications on IFRS 13, Fair value Listen to our podcast here. PwC IFRS Talks - Episode 76: COVID-19 impact on IFRS 16, Leases Listen to our podcast here. PwC IFRS Talks - Episode 75: COVID-19 and impairment Listen to our podcast here.