Search results

Clause 8 is about time; the time period for the performance of the Works (the beginning and the end), management of the Programme, the Contractor’s right to Extension of Time and the Employer’s right to suspend progress of the Works. Once the Works have been completed, Clause 9 [Tests on Completion] deals with the testing at completion and Clause 10 [Employer’s Taking Over] deals with the mechanics for the Employer’s Taking Over of the Works. Clause 11 [Defects after Taking Over] deals with defects after the Employer’s Taking Over. See also Figure 8.

This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES).

A qualitative methodology is used in this research that is mainly based on semistructured interviews conducted with the top ten universities in Lebanon with deans, information technology managers, professors and administrative officers.

This paper highlights findings related to the current status of the higher education institutions (HEIs) in Lebanon vis-à-vis their accreditation and quality assurance processes in accommodating and creating a climate of inclusion for people with special needs. The results show the important role of AI agents in aiding HEI in creating such a climate of inclusion for people with special needs.

The study sheds light on existing gaps in the literature related to creating a climate of inclusion for people with special needs in HEI. Additionally, there is yet a lack of research that focuses on the role of AI technology in general and AI agents in particular in fostering a climate of inclusion for people with special needs within the HES.

Appendix B includes general guidelines for the preparation of Special Provisions, notes on drafting style and also an introduction of the FIDIC Golden Principles for drafting Special Provisions. Included is also a ‘Dos and Don'ts’ of drafting FIDIC based contracts. Finally, Appendix B includes suggestions for Special Provisions to consider when preparing a FIDIC Yellow Book based contract.

This study examines the digital accessibility of information services for students with disabilities at the University of Jordan. Despite advancements in disability rights and technology, academic libraries often lag in providing fully accessible digital services.

The mixed-methods research involved quantitative surveys from 173 students with disabilities and a qualitative interview with the head of the information application department, in addition to a focus group interview with 10 students with disabilities. Quantitative analysis included means, standard deviations and four-way ANOVA to identify significant differences in perceptions. Qualitative insights highlighted specific issues and recurring themes, revealing significant gaps in digital accessibility.

The results revealed a weak level of digital accessibility of students with disabilities to information services in academic libraries in Jordan is very low. The findings indicate a need for improvements in library infrastructure, staff training and policy development. The study also offers insights into challenges in a developing country context and provides recommendations for enhancing library inclusivity and support structures, emphasizing the importance of aligning services with international accessibility standards.

The findings will primarily be beneficial for library managers to understand their library’s deficiencies and responsibility towards the local community and the enhancement of digital inclusion. This understanding will aid in planning training programs and workshops for employees on supporting students with disabilities. Additionally, it serves as a valuable resource for collaboration between libraries and educators to organize educational sessions for academic librarians in Jordan and other developing nations.

It serves as a valuable resource for collaboration between libraries and educators to organize educational sessions for academic librarians in Jordan and other developing nations. This research adds value to existing literature by highlighting the context in one developing country.

This chapter focuses on Responsible Research and Innovation (RRI) as a new approach for academic institutions, such as universities and Universities of Applied Sciences (UASs) as organizations based on empirical evidence. A University of Applied Sciences in Switzerland was selected as a case. An analysis of the organization's most representative documents, extensive interviews with employees having expertise in the different RRI keys (public engagement, gender equality/diversity, science education, open access, ethics) and Anticipation, Inclusiveness, Reflexivity, Responsiveness (AIRR) dimensions, as well as a focus group produced interesting insights regarding the discourse and institutionalization of the RRI approach in the organization. Furthermore, the drivers, barriers, best practices, and monitoring of each of the RRI keys and AIRR dimensions were further described. The findings suggest that RRI could be a helpful policy framework at a time that universities are going through a systemic change.

Clause 2 [The Employer] deals with the provisions on the Employer-speci?c obligations, e.g. providing access to the Site for the Contractor, assisting the Contractor in obtaining insight into the Laws of the Country and in applying for and obtaining permits etc. It also includes provisions on allocation of risks and responsibilities associated with errors in the Employer's Requirements.

The purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance with the European Higher Education Area, who are currently working in classrooms, on their initial training in the educational treatment of diversity (ETD). In addition, potential differences were examined based on the teaching degree that was studied (Early Childhood or Primary).

This study used a mixed methodology including an ad hoc questionnaire and a semi-structured interview. Participants were 140 working teachers who had previously earned their degree in Early Childhood or Primary Education programs. Data analysis was carried out from an integrative perspective, using a basic descriptive focus and content analysis.

The results reveal that the new teachers considered that their initial training in the area of ETD was not as extensive as it should have been and as required by their daily teaching needs. They felt that they had acquired better education in the theoretical content as compared to the practical component. They mentioned a lack of training to attend to students entering the system at a later stage as well as for those with high intellectual abilities, noting that the initial training in ETD focused excessively on deficits and not enough on potentialities and other student diversities.

This study may be useful as it offers an improved adaptation to the reality of early education in ETD classrooms of future teachers, both for the competent education administrations and universities. It may also serve as a starting point to adjust the permanent training offer for teachers to their specific needs, making up for the deficiencies of their initial training.

Clause 4 [The Contractor] outlines the main provisions applying to the Contractor and their obligations in the execution of the Works. Clause 4 is one of the most important Clauses in the GC as it outlines the majority of the Contractor's core obligations.