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Sample records for self-assessment answers assignment

  1. Nuclear medicine board review. Questions and answers for self-assessment. 2. ed.

    International Nuclear Information System (INIS)

    Goldfarb, C.R.; Ongseng, F.; Zuckier, L.S.; Karam, M.; Cooper, J.A.

    2007-01-01

    This book provides thorough preparation for certification examinations by the American Board of Radiology (Nuclear Medicine section and Special Competency), the American Board of Nuclear Medicine, and the America Board of Nuclear Cardiology. More than 1,780 questions test the reader's knowledge of the diagnostic and therapeutic uses of radionuclides, single-photon applications, and positron emission tomography (PET). Features: - A convenient question and answer format, in which questions appear on the left and answers on the right, allowing the reader to rapidly quiz and review. - New chapters addressing the emergence of PET/CT. - Measurements provided in both American standard and SI metric units. Ideal for board exam preparation, this concise text is an up-to-date question and answer review for the most important topics in nuclear medicine. (orig.)

  2. The Quality of Written Peer Feedback on Undergraduates' Draft Answers to an Assignment, and the Use Made of the Feedback

    Science.gov (United States)

    Walker, Mirabelle

    2015-01-01

    The research described here investigated the quality and characteristics of peer feedback given on a draft piece of writing in the context of an undergraduate summative assignment. It also investigated whether the recipients made use of the feedback, with the aim of discovering whether some types of feedback were used in preference to others. The…

  3. Fostering dental student self-assessment of knowledge by confidence scoring of multiple-choice examinations.

    Science.gov (United States)

    McMahan, C Alex; Pinckard, R Neal; Jones, Anne Cale; Hendricson, William D

    2014-12-01

    Creating a learning environment that fosters student acquisition of self-assessment behaviors and skills is critically important in the education and training of health professionals. Self-assessment is a vital component of competent practice and lifelong learning. This article proposes applying a version of confidence scoring of multiple-choice questions as one avenue to address this crucial educational objective for students to be able to recognize and admit what they do not know. The confidence scoring algorithm assigns one point for a correct answer, deducts fractional points for an incorrect answer, but rewards students fractional points for leaving the question unanswered in admission that they are unsure of the correct answer. The magnitude of the reward relative to the deduction is selected such that the expected gain due to random guessing, even after elimination of all but one distractor, is never greater than the reward. Curricular implementation of this confidence scoring algorithm should motivate health professions students to develop self-assessment behaviors and enable them to acquire the skills necessary to critically evaluate the extent of their current knowledge throughout their professional careers. This is a professional development competency that is emphasized in the educational standards of the Commission on Dental Accreditation (CODA).

  4. Answering without answering

    DEFF Research Database (Denmark)

    Gabrielsen, Jonas; Jønch-Clausen, Heidi; Pontoppidan, Christina

    2017-01-01

    In the context of political press conferences, the authors explore a particular category of subtle evasions they term shifting. When shifting, the interviewee seemingly accepts to answer the journalist’s question. However, in providing the answer, the interviewee refocuses the question replacing...

  5. Self Assessment for Socializing

    Science.gov (United States)

    McDonald, Betty

    2011-01-01

    Socializing is an integral part of human relations and auger well for the human development. Defined as "the involvement of students in identifying standards and/or criteria to apply to their work and making judgments about the extent to which they have met these criteria and standards", self assessment by its nature teaches students how to…

  6. Empowering Student Learning Through Rubric-Referenced Self-Assessment*

    Science.gov (United States)

    He, Xiaohua; Canty, Anne

    2012-01-01

    Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment PMID:22778527

  7. Management self assessment plan

    Energy Technology Data Exchange (ETDEWEB)

    Debban, B.L.

    1998-01-30

    Duke Engineering and Services Hanford Inc., Spent Nuclear Fuel Project is responsible for the operation of fuel storage facilities. The SNF project mission includes the safe removal, processing and transportation of Spent Nuclear Fuel from 100 K Area fuel storage basins to a new Storage facility in the Hanford 200 East Area. Its mission is the modification of the 100 K area fuel storage facilities and the construction of two new facilities: the 100 K Area Cold Vacuum Drying Facility, and the 200 East Area Canister Storage Building. The management self assessment plan described in this document is scheduled to begin in April of 1999 and be complete in May of 1999. The management self assessment plan describes line management preparations for declaring that line management is ready to commence operations.

  8. Management self assessment plan

    International Nuclear Information System (INIS)

    Debban, B.L.

    1998-01-01

    Duke Engineering and Services Hanford Inc., Spent Nuclear Fuel Project is responsible for the operation of fuel storage facilities. The SNF project mission includes the safe removal, processing and transportation of Spent Nuclear Fuel from 100 K Area fuel storage basins to a new Storage facility in the Hanford 200 East Area. Its mission is the modification of the 100 K area fuel storage facilities and the construction of two new facilities: the 100 K Area Cold Vacuum Drying Facility, and the 200 East Area Canister Storage Building. The management self assessment plan described in this document is scheduled to begin in April of 1999 and be complete in May of 1999. The management self assessment plan describes line management preparations for declaring that line management is ready to commence operations

  9. Contract Reform Self Assessment Report

    National Research Council Canada - National Science Library

    1997-01-01

    The primary objective of this self assessment is to report on the Department of Energy's progress in implementing the Contract Reform initiative launched in February 1994 and to discuss remaining challenges...

  10. Reflection as Self-Assessment

    Science.gov (United States)

    Pappas, Marjorie L.

    2010-01-01

    In this article, the author discusses how reflection can be used as self-assessment. Reflection involves not only thinking about a learning experience, but also questioning parts of the experience. Reflection is thinking about what one knows from the learning experience, what one might do differently the next time. Reflection is wondering about…

  11. Impact of self-assessment by students on their learning.

    Science.gov (United States)

    Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

    2016-01-01

    Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P academic performance, helping them in development of critical skills for analysis of their own work.

  12. Dental Hygiene Students' Self-Assessment of Ergonomics Utilizing Photography.

    Science.gov (United States)

    Partido, Brian B

    2017-10-01

    Due to postural demands, dental professionals are at high risk for developing work-related musculoskeletal disorders (WMSDs). Dental clinicians' lack of ergonomic awareness may impede the clinical application of recommendations to improve their posture. The aim of this study was to determine whether feedback involving photography and self-assessment would improve dental hygiene students' ergonomic scores and accuracy of their ergonomic self-assessments. The study involved a randomized control design and used a convenience sample of all 32 junior-year dental hygiene students enrolled in the autumn 2016 term in The Ohio State University baccalaureate dental hygiene program. Sixteen students were randomly assigned to each of two groups (control and training). At weeks one and four, all participants were photographed and completed ergonomic self-evaluations using the Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks two and three, participants in the training group were photographed again and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were given ergonomic scores by three raters. Students' self-assessments in the control group and faculty evaluations of the training group showed significant improvement in scores over time (F(1,60)=4.25, p<0.05). In addition, the accuracy of self-assessment significantly improved for students in the training group (F(1,30)=8.29, p<0.01). In this study, dental hygiene students' self-assessments using photographs resulted in improvements in their ergonomic scores and increased accuracy of their ergonomic self-assessments. Any improvement in ergonomic score or awareness can help reduce the risks for WMSDs, especially among dental clinicians.

  13. Contract 98 Self-Assessment

    Energy Technology Data Exchange (ETDEWEB)

    1993-04-01

    This report documents the results of LBL`s Self-Assessment required by Appendix F to Contract DE ACOO3765F00098. This self assessment covers the performance measures set forth in Appendix F except those requiring an external audit. The performance measures for LBL are in the areas of ES&H Finance, Human Services and Procurement and Property. LBL is a multi-program laboratory operated by the University of California (UC) for DOE. The mission of LBL includes performing research in energy, general, and life sciences. LBL facilities include the main site on 130 acres located in the cities of Berkeley and Oakland; laboratories and offices located in buildings on the UC Berkeley Campus; and three leased buildings in the cities of Berkeley and Emeryville. 1. Involvement of Line Management in the assessment process to provide awareness and ownership. 2. Using existing assessments, audits and appraisals in lieu of a new assessment wherever possible. 3. Conduct of the assessments by individuals with functional responsibility and knowledge of the areas being assessed. 4. Interaction with individuals performing assessments at other Laboratories to enhance our learning process. As anticipated, a number of findings will require corrective action. General corrective actions are identified for key findings in this report. In early May 1993, this Laboratory will begin the development of detailed formal corrective action plans which will be entered into a laboratory automated corrective action tracking system.

  14. MDEP STC self assessment report

    International Nuclear Information System (INIS)

    2013-01-01

    A self assessment of the Multinational Design Evaluation Program was initiated in late 2011 to take stock of the MDEP program of work, what has been accomplished to date and what has yet to be accomplished, as well as assess if MDEP activities are enhancing safety of new reactor design reviews and harmonisation. Data was collected from both MDEP members (90 surveys were completed) and external stakeholders (15 organisations provided input). Input was requested in the areas of goals and achievements of the program, communications, scope, membership and participation. Feedback from MDEP members and external stakeholders was generally very positive. The respondents found MDEP to be a unique and useful forum to connect with experts from other regulators. Most respondents also believe that MDEP has been successful in achieving most of the goals set out in the terms of reference. However, there are areas that continue to be a challenge to harmonisation, such as differing regulatory practices among the member countries. The self-assessment found that the format and processes of the program are effective and there is not a desire for significant changes in the way the program is implemented. An overall theme that arose from the self-assessment is that MDEP is transitioning from a small group of regulators who co-operate internally, to a more inclusive organisation that has more interfaces and co-operative arrangements with other organisations. The observations from the internal and external stakeholders indicate that these interfaces with external organisations should be expanded to make MDEP more effective. For example, the conclusions suggest that MDEP is very effective in encouraging co-operation and harmonisation among the standards development organisation, and provides useful input to IAEA standard development. The self-assessment identified several actions to improve communications, and make MDEP activities more effective including: - Develop an agreed upon

  15. Handbook for nuclear power plant self-assessment programs. Final report, July 1991

    International Nuclear Information System (INIS)

    1991-07-01

    EPRI has prepared this handbook to help utilities with their Self-Assessment Programs at nuclear power plants. Self-assessments are independent reviews performed by nuclear plant utilities to identify trends in operational activities that are important to safety, and to assess the impact of these trends on plant safety. Activities performed as self-assessments include reviews and evaluations of plant performance and abnormal events, technical evaluations of plant activities to identify potential problem areas, and reviews of other sources of plant design and operating experience for applicability to safety. This handbook is based on information obtained from utilities and includes examples of activities and methods that have proven effective. The handbook includes a summary of NRC requirements, guidelines for self-assessment program planning, descriptions and examples of investigative techniques, and key references that can be consulted for additional information. It can serve as a training guide for plant staff members who are assigned to self-assessment activities. (author)

  16. Effective Homework Assignments. Research Brief

    Science.gov (United States)

    Cooper, Harris

    2008-01-01

    Perhaps more than any question other than "How much time should students spend doing homework?" parents and educators want to know, "What kinds of homework assignments are most effective?" Clearly, the answers to this question vary according to many factors, especially the developmental level of students and the topic area. Generally, answers are…

  17. State Early Childhood Inclusion Self-Assessment

    Science.gov (United States)

    Whaley, Kathy T.; Cate, Debbie; Dell, Penny; Vinh, Megan; Neitzel, Jen

    2017-01-01

    This self-assessment tool provides a framework for examining key aspects of a State infrastructure that are useful for promoting high quality inclusive practices, programs and policies. The sections of the self-assessment are organized by the nine state recommendations of the "Policy Statement on Inclusion of Children with Disabilities in…

  18. Student Self-Assessment in Higher Education

    NARCIS (Netherlands)

    D.N.M. Lew (Magdeleine)

    2009-01-01

    textabstractThis thesis addresses the theme of student self-assessment in higher education. Self-assessment is defined as the process by which students make judgments about their learning, particularly their learning outcomes (Boud & Falchikov, 1989; Eva et al., 2004). It functions to train students

  19. Professional Growth & Support System Self-Assessment

    Science.gov (United States)

    Education Resource Strategies, 2013

    2013-01-01

    The "Professional Growth & Support System Self-Assessment" is designed to help school systems evaluate their current Professional Growth & Support strategy. The self-assessment is organized around the "Eight Principles of Strategic Professional Growth & Support." Each section allows school leaders to identify the…

  20. Performance success from self-assessments

    International Nuclear Information System (INIS)

    Hughes, G.

    1996-01-01

    This paper provides information on and successes of self-assessments completed at the Callaway plant. It stresses the vital needs and substantial benefits from these continual self-improvement efforts. The Callaway plant staff use a variety of methods and techniques to do self-assessments with the focus on performance outcomes. Self-assessments help Callaway focus on the priority issues and direct resources properly. Callaway's success has been due to this learning culture. The Callaway plant is a Westinghouse four-loop plant in the state of Missouri and has been operational since 1984

  1. A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

    Science.gov (United States)

    Kalata, Lindsay R.

    2013-01-01

    Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students. PMID:23716749

  2. A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills.

    Science.gov (United States)

    Kalata, Lindsay R; Abate, Marie A

    2013-05-13

    Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

  3. Enhancing Cyber Security for SME organizations through self-assessments : How self-assessment raises awareness

    OpenAIRE

    Hassinen, Tarmo

    2017-01-01

    This thesis primarily studied the importance of self-assessment in increasing business organizations’ cyber security awareness of their ICT environment. The secondary studied item was the relevance of self-assessment in detecting new business potential while understanding ICT environment changes. The self-assessment is based on FINCS, the Finnish basic level cyber security certificate launched in December 2016. FINCSC consists of physical and management security, ICT service and system securi...

  4. A comparison of the efficacy of test-driven learning versus self-assessment learning

    Science.gov (United States)

    He, Xiaohua; Canty, Anne

    2013-01-01

    Objective We compared self-assessment and test-driven learning in two groups of students who studied the same subject. Methods This was a randomized comparative experimental study. The subjects were 259 first-quarter students who were divided into a test group and a self-assessment group based on the methods they used for their learning assessments. We measured the scores and difficulty levels of 3 formal written exams. Students' attitudes toward self-assessment or test-driven learning were surveyed. Results The mean scores of exam 1, exam 2, and a summative exam were 34 (±6), 32 (±8), and 44 (±6) for the self-assessment group, respectively, with corresponding scores of 33 (±6), 33 (±7), 43 (±6) for the test group. There were no significant differences in the mean scores on all 3 tests between the two groups (p > .05). Of the students in the self-assessment group, 64% scored at least 90%, whereas 47% of students in the test group answered at least 90% of the questions correctly (p self-assessment and tests could have a significant impact on students' learning, but each offers different strengths and weaknesses. PMID:23957317

  5. A Heuristic Tool for Teaching Business Writing: Self-Assessment, Knowledge Transfer, and Writing Exercises

    Science.gov (United States)

    Ortiz, Lorelei A.

    2013-01-01

    To teach effective business communication, instructors must target students’ current weaknesses in writing. One method for doing so is by assigning writing exercises. When used heuristically, writing exercises encourage students to practice self-assessment, self-evaluation, active learning, and knowledge transfer, all while reinforcing the basics…

  6. Self-Assessment in Coursework Essays.

    Science.gov (United States)

    Longhurst, Nigel; Norton, Lin S.

    1997-01-01

    Self-assessments of coursework essays were compared with tutor grades for 67 college students. Students could accurately assess their overall essay grades and could give an overall rank for deep processing, but when judging essays on individual criteria they were not so accurate when compared to tutor evaluations. (SLD)

  7. Peer/Self Assessment and Student Learning

    Science.gov (United States)

    Ndoye, Abdou

    2017-01-01

    Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

  8. Teachers' Self-Assessed Level of Preparation

    Science.gov (United States)

    White, Susan

    2013-01-01

    We asked high school physics teachers to assess their level of preparation across a number of domains. Almost all (98%) reported feeling adequately or well prepared in terms of their basic physics knowledge. The chart presents teachers' responses to their self-assessed level of preparation in six different areas. Almost all feel at least…

  9. Self-Assessment in the Evaluation Process.

    Science.gov (United States)

    Koehler, Michael

    1990-01-01

    Describes a four-step process to involve teachers in self-evaluation that results in performance ownership. When supervisors incorporate teacher self-assessments into classroom observation reports, teachers are more willing to engage in follow-up professional growth activities and perceive supervisors as helpers in the process. (MLH)

  10. A Simple Model of Self-Assessments

    NARCIS (Netherlands)

    S. Dominguez Martinez (Silvia); O.H. Swank (Otto)

    2006-01-01

    textabstractWe develop a simple model that describes individuals' self-assessments of their abilities. We assume that individuals learn about their abilities from appraisals of others and experience. Our model predicts that if communication is imperfect, then (i) appraisals of others tend to be too

  11. A simple model of self-assessment

    NARCIS (Netherlands)

    Dominguez-Martinez, S.; Swank, O.H.

    2009-01-01

    We develop a simple model that describes individuals' self-assessments of their abilities. We assume that individuals learn about their abilities from appraisals of others and experience. Our model predicts that if communication is imperfect, then (i) appraisals of others tend to be too positive and

  12. Self-assessment procedure using fuzzy sets

    Science.gov (United States)

    Mimi, Fotini

    2000-10-01

    Self-Assessment processes, initiated by a company itself and carried out by its own people, are considered to be the starting point for a regular strategic or operative planning process to ensure a continuous quality improvement. Their importance has increased by the growing relevance and acceptance of international quality awards such as the Malcolm Baldrige National Quality Award, the European Quality Award and the Deming Prize. Especially award winners use the instrument of a systematic and regular Self-Assessment and not only because they have to verify their quality and business results for at least three years. The Total Quality Model of the European Foundation for Quality Management (EFQM), used for the European Quality Award, is the basis for Self-Assessment in Europe. This paper presents a self-assessment supporting method based on a methodology of fuzzy control systems providing an effective means of converting the linguistic approximation into an automatic control strategy. In particular, the elements of the Quality Model mentioned above are interpreted as linguistic variables. The LR-type of a fuzzy interval is used for their representation. The input data has a qualitative character based on empirical investigation and expert knowledge and therefore the base- variables are ordinal scaled. The aggregation process takes place on the basis of a hierarchical structure. Finally, in order to render the use of the method more practical a software system on PC basis is developed and implemented.

  13. Voice symptoms and vocal deviation self-assessment in different types of dysphonia

    OpenAIRE

    Moreti,Felipe; Zambon,Fabiana; Behlau,Mara

    2014-01-01

    PURPOSE: To identify the relationship among the type of dysphonia, vocal deviation self-assessed and the presence of voice symptoms in adults.METHODS: One hundred sixty-four subjects of both genders (58 males and 106 females, mean age 42.89 years) diagnosis of dysphonia, divided into three groups according to the type of dysphonia: 87 individuals with functional dysphonia, 35 individuals with organofunctional dysphonia and 42 individuals with organic dysphonia, answered the Brazilian validate...

  14. Self assessment and detection of breast cancer

    International Nuclear Information System (INIS)

    Singh, Priyanka; Yadav, Umesh

    2016-01-01

    Cancer is one of the leading causes of deaths in India. Approx. three million patients suffering from the disease while Breast cancer is the second most common cancer among women in India. Post operative radiotherapy after the breast conservative surgery and mastectomy have been shown to reduce the rates of local recurrence and death due to breast carcinomas. Hence awareness of breast cancer signs, symptoms and self assessment plays critical role in the care of breast cancer patients

  15. 77 FR 28894 - Maritime Vulnerability Self-Assessment Tool

    Science.gov (United States)

    2012-05-16

    ... DEPARTMENT OF HOMELAND SECURITY Transportation Security Administration Maritime Vulnerability Self... maritime vulnerability self- assessment tool. SUMMARY: The Transportation Security Administration (TSA) announces that the TSA Maritime Self-Assessment Risk Module (TMSARM), developed to support the United States...

  16. Is Self-Assessment in Religious Education Unique?

    Science.gov (United States)

    Brooks, Val; Fancourt, Nigel

    2012-01-01

    This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state…

  17. Implementing Self-Assessment in Singapore Primary Schools: Effects on Students' Perceptions of Self-Assessment

    Science.gov (United States)

    Wong, Hwei Ming

    2017-01-01

    Student academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students' perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-posttest design,…

  18. Integrated reactive self-assessment for programmatic learning

    International Nuclear Information System (INIS)

    Corcoran, W.R.

    1996-01-01

    This paper presents a generalized method for using reactive self-assessment. The application is to programmatic learning involving the integration of reactive self-assessment results over a period of time. This paper also presents some of the results of one application of the process. Self-assessment, in general, is the assessment conducted or sponsored by an individual or organization of its own activities for the purpose of detecting improvement opportunities, either of the corrective or the enhancement types. Reactive self-assessment is a self-assessment activity conducted in reaction to a shortfall event. An integrative reactive self-assessment is a self-assessment that integrates a set of reactive self-assessment results. Programmatic learning is increasing the knowledge base in a program area. Self-assessment, in general, and reactive self-assessment, in particular, are required by federal quality requirements. One such program area is nuclear power plant testing, which is also required by federal quality requirements. Any program area could have been selected, but this one was selected because it was involved in the Chernobyl accident, the most consequential nuclear power accident up until the time of this writing. Other consequential accidents involving nuclear power plant testing were the Browns Ferry fire and the Salem overspeed event. (The author, of course, does not conduct nuclear power plant testing but is doing a self-assessment as if he were acting for an organization that did testing.)

  19. On the Accuracy of Iranian EFL Students' Reading Self-assessment and their Level of Reading Proficiency

    Directory of Open Access Journals (Sweden)

    Moein Shokr

    2015-10-01

    Full Text Available Reviewing the literature on self-assessment as an alternative method of assessment we find advocates claiming for the accuracy of the students’ self-assessments in general with little focus on their level of proficiency. With an eye on the students’ level of reading proficiency, the present study aimed at investigating the relationship between students’ reading self-assessment (as a formative and alternative method of assessment on the one hand, and teacher assessment (as a formative type of assessment as well as students’ final examination scores (as a summative and traditional method of assessment on the other. To this end, 65 students of Islamic Azad University- Tehran South Branch were selected to participate in this study. Initially, participants received PET test as pretest for assigning them into different levels of reading proficiency. Based upon the results of the pretest, participants were assigned to elementary and intermediate levels. Throughout the whole semester self-assessment questionnaire was employed for five times. Descriptive statistics and Pearson correlation were the data analysis techniques performed. The results of the study revealed a significant relationship between the intermediate learners’ self-ratings and teacher assessments; however, the results indicated no significant relationship between elementary learners’ self-assessments and teacher assessments. Also, the correlations between students’ self-assessments and their final examination scores were not significant for both levels. Therefore, given the teacher assessment as the yardstick, the accuracy of the intermediate levels and the inaccuracy of the elementary learners’ self-assessments could be concluded. Finally, the low correlation between the learners’ self-assessments and their scores on traditional final examination led the researcher to attribute it to the different nature of these two assessment types.

  20. Voice symptoms and vocal deviation self-assessment in different types of dysphonia.

    Science.gov (United States)

    Moreti, Felipe; Zambon, Fabiana; Behlau, Mara

    2014-01-01

    To identify the relationship among the type of dysphonia, vocal deviation self-assessed and the presence of voice symptoms in adults. One hundred sixty-four subjects of both genders (58 males and 106 females, mean age 42.89 years) diagnosis of dysphonia, divided into three groups according to the type of dysphonia: 87 individuals with functional dysphonia, 35 individuals with organofunctional dysphonia and 42 individuals with organic dysphonia, answered the Brazilian validated version of Voice Symptom Scale (VoiSS) (Escala de Sintomas Vocais - ESV), that consists of 30 questions with four scores: Impairment, Emotional, Physical and Total, and self-assessed their voices as excellent, very good, good, fair or poor. According to the dysphonia type, there were differences in ESV Impairment, Emotional and Total mean scores, which was not found in the Physical score. The Impairment, Emotional and Total mean scores were higher in organic dysphonia, followed by organofunctional dysphonia and finally functional dysphonia. When the vocal self-assessment is poor, the higher are the deviations in the Impairment, Emotional and Total ESV scores. Individuals with organic dysphonia reported higher perception of voice symptoms, followed by subjects with organofunctional dysphonia and finally individuals with functional dysphonia. In general, individuals with dysphonia presented physical voice symptoms, regardless of the type of the dysphonia. Finally, there are direct correlations between Impairment, Emotional and Total ESV scores and the vocal self-assessment.

  1. Rubric to improve teachers’ self-assessment

    Directory of Open Access Journals (Sweden)

    Francesca Pedone

    2016-07-01

    Full Text Available Through this research we focused on features related to teachers’ self-assessment, understood as a systematic process of examination and as a review of the practices put in place by a professional community. This paper documents a research carried out with a group of 144 in-service teachers. In order to allow teachers to become more aware of their own educational and teaching practice, it was decided to design and develop together with them in a cooperative structure, a rubric for self-assessment of their own skills. In final results we can see that the rubric design and development process was for the teachers a moment of analysis, reflection and discussion on professionalism, about the meaning of the actions. Through the rubric, teachers were equipped with the means to identify the strengths and weaknesses of their professional competence. This instrument also facilitated the integration and effective combination of self-assessment and development, looking forward to an organic design of effective and inclusive educational programs.La rubrica per promuovere l’autovalutazione degli insegnantiAttraverso la ricerca presentata si sono voluti mettere a fuoco quegli aspetti legati all’autovalutazione degli insegnanti, intesa come processo sistematico di esame e revisione delle pratiche messe in opera da una comunità professionale. Questo lavoro documenta una ricerca svolta con un gruppo di 144 docenti in servizio. Per consentire agli insegnanti di acquisire maggiore consapevolezza della propria pratica educativa e didattica, si è scelto di progettare e realizzare insieme a loro, in assetto cooperativo, una rubrica per l’autovalutazione dell’efficacia dell’insegnamento. Nei risultati finali si evidenzia come il processo di progettazione e costruzione della rubrica abbia rappresentato per gli insegnanti un momento di analisi, di riflessione e di confronto sulla propria professionalità e sul significato delle azioni compiute. Attraverso

  2. An Analysis Report of 2014 CALA Self-Assessment Survey

    Directory of Open Access Journals (Sweden)

    Jian Anna Xiong

    2016-06-01

    Full Text Available On the occasion of CALA’s 40th anniversary in 2014, the 2013 Board of Directors appointed a Self-Assessment Task Force to conduct an assessment survey with special focuses on members’ awareness of CALA’s organizational structure and policies, its services to members, the extent of participation in events sponsored by CALA, and the level of satisfaction with CALA leadership. Although only one-fifth of the active members responded to the survey, the answers and feedback have identified areas for organizational improvement and have shown how active members view the current state of CALA. Some essential findings from the survey include: 1 the growth of overseas membership as a demographic trend, 2 a need to recruit student members, 3 a high percentage of CALA members not aware of CALA’s Mission/Vision/Goal, 4 conflicting data on CALA’s leadership, 5 discovery of low ratings (10-30% of respondents on eleven out of twelve rating questions, and 6 strong support for CALA as a representative organization of Chinese American librarians in North America. The findings of the survey will serve as a valuable reference for future strategic planning and for carrying out CALA’s long term goals.

  3. "Reality" Revisited: Self-Assessment of Terministic Screens through a Political Autobiography Assignment

    Science.gov (United States)

    Hunter, Karla M.

    2016-01-01

    Courses: Argumentation, Public Speaking, Political Communication. Objectives: After completing this unit activity, students should be able to (1) demonstrate comprehension of Burke's (1941) concept of terministic screens; (2) apply the concept of terministic screens to write a brief political autobiography of themselves that analyzes the history…

  4. ADVANCED LEVEL VOCATIONAL TRAINING STUDENTS’ SELF ASSESSMENT

    Directory of Open Access Journals (Sweden)

    Zsuzsanna KISS

    2017-06-01

    Full Text Available This paper is intended to clarify the phenomenon that lower achieving students tend to evaluate their own academic performance less accurately than those who do better in their studies. Previous studies have found that lower performers generally overestimate while higher performers underestimate their performance. The current study analyses self-assessment behaviour and efficiency among Hungarian higher vocational education students. We found that the lowest level of higher education students typically overestimate their performance. Our results strengthen the empirical evidences from previous studies that showed that higher-achieving students evaluate their performance more accurately than their lower achieving fellows. Furthermore we found that higher-achieving students tend to over-assess their examination results to a lesser degree than low-achieving students. We also analysed the difference between the two genders. Compared to female students, males tend to overestimate their own performance.

  5. Rabies: Questions and Answers

    Science.gov (United States)

    Rabies: Questions and Answers Information about the disease and vaccines What causes rabies? Rabies is caused by a virus. The virus invades ... nervous system and disrupts its functioning. How does rabies spread? The rabies virus is transmitted in the ...

  6. "The Reliability, Validity, and Utility of Self-Assessment"

    Directory of Open Access Journals (Sweden)

    John A. Ross

    2006-11-01

    Full Text Available Despite widespread use of self-assessment, teachers have doubts about the value and accuracy of the technique. This article reviews research evidence on student self-assessment, finding that (1 self-assessment produces consistent results across items, tasks, and short time periods; (2 self-assessment provides information about student achievement that corresponds only in part to the information generated by teacher assessments; (3 self-assessment contributes to higher student achievement and improved behavior. The central finding of this review is that (4 the strengths of self-assessment can be enhanced through training students how to assess their work and each of the weaknesses of the approach (including inflation of grades can be reduced through teacher action.

  7. Student self-assessment in dental hygiene education: a cornerstone of critical thinking and problem-solving.

    Science.gov (United States)

    Mould, Michelle R; Bray, Kimberly Krust; Gadbury-Amyot, Cynthia C

    2011-08-01

    Self-assessment is an integral component of learning and developing decision making and critical thinking skills in the practice of dental hygiene. Dental hygienists must think critically and develop problem-solving strategies during their formal education to ensure lifelong quality and ongoing development of their personal knowledge and skill as related to providing comprehensive, evidence-based patient care. The primary focus of this qualitative investigation was to obtain undergraduate dental hygiene students' perceptions of and experiences with self-assessment. The sample consisted of an intact undergraduate dental hygiene class of seventeen students in their final semester of a two-year, entry-level dental hygiene program at a community college in the southeast United States. Data for this research were obtained from three sources: 1) a program-designed self-assessment survey assignment, 2) in-depth interviews with four second-year dental hygiene students, and 3) program-designed clinical competence evaluation forms. Inductive data analysis revealed that the majority of students perceived that they had no prior experience with self-assessment in any prerequisite coursework and thus felt unprepared for its use in the dental hygiene program. As they matriculated in the program, students began to see the advantages of self-assessment in clinical practice. Programmatic orientation to self-assessment may therefore be beneficial due to the varying backgrounds of students entering dental hygiene programs.

  8. CAT questions and answers

    International Nuclear Information System (INIS)

    1993-02-01

    This document, prepared in February 1993, addresses the most common questions asked by APS Collaborative Access Teams (CATs). The answers represent the best judgment on the part of the APS at this time. In some cases, details are provided in separate documents to be supplied by the APS. Some of the answers are brief because details are not yet available. The questions are separated into five categories representing different aspects of CAT interactions with the APS: (1) Memorandum of Understanding (MOU), (2) CAT Beamline Review and Construction, (3) CAT Beamline Safety, (4) CAT Beamline Operations, and (5) Miscellaneous. The APS plans to generate similar documents as needed to both address new questions and clarify answers to present questions

  9. Mathematics year 5 answers

    CERN Document Server

    Alexander, Serena; Poggo, Tammy

    2014-01-01

    Features the complete set of answers to the exercises in Mathematics Year 5, to save you time marking work and enable you to identify areas requiring further attention. The book includes diagrams and workings where necessary, to ensure pupils understand how to present their answers. Also available from Galore Park www.galorepark.co.uk :. - Mathematics Year 5. - Mathematics Year 6. - 11+ Maths Practice Exercises. - 11+ Maths Revision Guide. - 10-Minute Maths Tests Workbook Age 8-10. - 10-Minute Maths Tests Workbook Age 9-11. - Mental Arithmetic Workbook Age 8-10. - Mental Arithmetic Workbook Ag

  10. Flexible Query Answering Systems

    DEFF Research Database (Denmark)

    This book constitutes the refereed proceedings of the 10th International Conference on Flexible Query Answering Systems, FQAS 2013, held in Granada, Spain, in September 2013. The 59 full papers included in this volume were carefully reviewed and selected from numerous submissions. The papers...... are organized in a general session train and a parallel special session track. The general session train covers the following topics: querying-answering systems; semantic technology; patterns and classification; personalization and recommender systems; searching and ranking; and Web and human...

  11. Preservice Teachers and Self-Assessing Digital Competence

    Science.gov (United States)

    Maderick, Joseph A.; Zhang, Shaoan; Hartley, Kendall; Marchand, Gwen

    2016-01-01

    This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The…

  12. The Benefits of Guided Facility Self-Assessments

    Science.gov (United States)

    O'Leary, Keith

    2012-01-01

    A growing number of educational institutions have discovered that a guided self-assessment solution helps them to consistently and cost-effectively obtain facility condition information and make better-informed capital planning decisions. Facility self-assessment employs a consistent, repeatable process for internal staff to quickly assess assets…

  13. SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGLISH

    Directory of Open Access Journals (Sweden)

    Arni Sukmiarni

    2015-12-01

    Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

  14. Self-Assessment among Young Learners of English

    Directory of Open Access Journals (Sweden)

    Arni Sukmiarni

    2015-12-01

    Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

  15. Living Language: Self-Assessment, Oral Production, and Domestic Immersion

    Science.gov (United States)

    Dolosic, Haley N.; Brantmeier, Cindy; Strube, Michael; Hogrebe, Mark C.

    2016-01-01

    With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self-assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self-assessment was measured…

  16. Team Self-Assessment: Problem Solving for Small Workgroups.

    Science.gov (United States)

    LoBue, Robert

    2002-01-01

    Describes team self-assessment, a task force approach involving frontline workers/supervisors in solving problems or improving performance. Provides examples and discusses its theoretical bases: control self-assessment, Belbin's team roles research, and the team climate inventory. (Contains 23 references.) (SK)

  17. The radiation safety self-assessment program of Ontario Hydro

    International Nuclear Information System (INIS)

    Armitage, G.; Chase, W.J.

    1987-01-01

    Ontario Hydro has developed a self-assessment program to ensure that high quality in its radiation safety program is maintained. The self-assessment program has three major components: routine ongoing assessment, accident/incident investigation, and detailed assessments of particular radiation safety subsystems or of the total radiation safety program. The operation of each of these components is described

  18. Using Self-Assessment to Support Individualized Learning

    Science.gov (United States)

    MacDonald, Betty

    2012-01-01

    Self-assessment is frequently used to enable students to "reflect" on a learning experience. Often only the person involved in the "reflection" knows the criteria used to underpin the process. Here the author explains how, when the self-assessment is given some structure some tangible benefits can be observed. While the approach might not be a…

  19. Variation in Students' Conceptions of Self-Assessment and Standards

    Directory of Open Access Journals (Sweden)

    Heng Kiat Kelvin Tan

    2011-01-01

    Full Text Available This paper reports the results of a phenomenographic study on the different ways that secondary students understood and utilized student self-assessment and how various ego types could affect the accuracy of self-assessment. The study sought to contribute to the growing literature which recognizes the critical role that students play in assessment processes, and in particular the different roles that they assume in student self-assessment. The results of the study provide insights into how different students experience self-assessment by articulating the variation in the perception and purposes of assessing one's own learning. This variation is depicted as a hierarchy of logically related students' conceptions of self-assessment.

  20. Flexible Query Answering Systems

    DEFF Research Database (Denmark)

    This book constitutes the refereed proceedings of the 12th International Conference on Flexible Query Answering Systems, FQAS 2017, held in London, UK, in June 2017. The 21 full papers presented in this book together with 4 short papers were carefully reviewed and selected from 43 submissions...

  1. The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency

    Science.gov (United States)

    Brown, Gavin T. L.; Harris, Lois R.

    2014-01-01

    Formative assessment policies and self-regulation theories argue that student self-assessment of their own work and processes are useful for raising academic performance and self-regulatory skills. However, research into student self-evaluation raises serious doubts about the quality of self-assessment as an assessment process and identifies…

  2. A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment

    Science.gov (United States)

    Yan, Zi; Brown, Gavin T. L.

    2017-01-01

    While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took…

  3. Advertising, a Distributive Education Manual and Answer Book.

    Science.gov (United States)

    Martin, Charles H.; Cyrus, Cinda L.

    This revised manual for individualized instruction of distributive education trainees at the high school or junior college level in basic advertising and sales promotion activities includes 15 self-study assignments, teaching suggestions, and a bibliography. Together with a separate answer key, each assignment provides student questions and…

  4. Structured Attentions for Visual Question Answering

    OpenAIRE

    Zhu, Chen; Zhao, Yanpeng; Huang, Shuaiyi; Tu, Kewei; Ma, Yi

    2017-01-01

    Visual attention, which assigns weights to image regions according to their relevance to a question, is considered as an indispensable part by most Visual Question Answering models. Although the questions may involve complex relations among multiple regions, few attention models can effectively encode such cross-region relations. In this paper, we demonstrate the importance of encoding such relations by showing the limited effective receptive field of ResNet on two datasets, and propose to mo...

  5. Development of Questionnaire for Self-Assessment of Regulatory Capture

    Energy Technology Data Exchange (ETDEWEB)

    Muhmood, Ul Hassan; Lee, Young Eal [Pakistan Nuclear Regulatory Authority, Islamabad (Pakistan); Choi, Kwang Sik [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

    2014-10-15

    Nuclear industry with its evolution in 60s came with a number of pros and cons. In order to avoid any accident or incident, highest safety standards and quality control mechanism were established. The relation of regulator with its licensee is critical in the sense of public safety and welfare. The situation when the regulator starts to work for the interests of the industry instead of the public interest and fails to cling with his mission is known as 'regulatory capture' which may cause a number of serious negative effects like radiological or radiation risk. According to George Stigler, as a rule regulation is acquired by the industry and is designed and operated primarily for its benefit. The phenomenon of regulatory capture may hamper the safety culture and can also be considered as regulatory failure. It is therefore necessary to clearly understand this type of government failure to avoid the happening of serious accidents like TMI and Fukushima in the future. This paper aims to explore whether the regulatory body works independently and effectively to achieve its assigned tasks and objectives. Hence we proposed a questionnaire for the self-assessment of regulatory capture within the regulatory body. It also includes the results of an experimental assessment which was carried out to check the relevance and reliability of the questions to this subject. This assessment survey was conducted with the officers and staff members of Pakistan Nuclear Regulatory Authority (PNRA). We checked the significance of the proposed questionnaire and found some of the questions like Q. 27, 30 and 33 (written in italic) are not directly related to the phenomenon of regulatory capture. However, the existence of the situation which has been asked in these questions may lead towards the hampering of regulatory culture.

  6. Development of Questionnaire for Self-Assessment of Regulatory Capture

    International Nuclear Information System (INIS)

    Muhmood, Ul Hassan; Lee, Young Eal; Choi, Kwang Sik

    2014-01-01

    Nuclear industry with its evolution in 60s came with a number of pros and cons. In order to avoid any accident or incident, highest safety standards and quality control mechanism were established. The relation of regulator with its licensee is critical in the sense of public safety and welfare. The situation when the regulator starts to work for the interests of the industry instead of the public interest and fails to cling with his mission is known as 'regulatory capture' which may cause a number of serious negative effects like radiological or radiation risk. According to George Stigler, as a rule regulation is acquired by the industry and is designed and operated primarily for its benefit. The phenomenon of regulatory capture may hamper the safety culture and can also be considered as regulatory failure. It is therefore necessary to clearly understand this type of government failure to avoid the happening of serious accidents like TMI and Fukushima in the future. This paper aims to explore whether the regulatory body works independently and effectively to achieve its assigned tasks and objectives. Hence we proposed a questionnaire for the self-assessment of regulatory capture within the regulatory body. It also includes the results of an experimental assessment which was carried out to check the relevance and reliability of the questions to this subject. This assessment survey was conducted with the officers and staff members of Pakistan Nuclear Regulatory Authority (PNRA). We checked the significance of the proposed questionnaire and found some of the questions like Q. 27, 30 and 33 (written in italic) are not directly related to the phenomenon of regulatory capture. However, the existence of the situation which has been asked in these questions may lead towards the hampering of regulatory culture

  7. Self-assessment of operational safety for nuclear power plants

    International Nuclear Information System (INIS)

    1999-12-01

    Self-assessment processes have been continuously developed by nuclear organizations, including nuclear power plants. Currently, the nuclear industry and governmental organizations are showing an increasing interest in the implementation of this process as an effective way for improving safety performance. Self-assessment involves the use of different types of tools and mechanisms to assist the organizations in assessing their own safety performance against given standards. This helps to enhance the understanding of the need for improvements, the feeling of ownership in achieving them and the safety culture as a whole. Although the primary beneficiaries of the self-assessment process are the plant and operating organization, the results of the self-assessments are also used, for example, to increase the confidence of the regulator in the safe operation of an installation, and could be used to assist in meeting obligations under the Convention on Nuclear Safety. Such considerations influence the form of assessment, as well as the type and detail of the results. The concepts developed in this report present the basic approach to self-assessment, taking into consideration experience gained during Operational Safety Review Team (OSART) missions, from organizations and utilities which have successfully implemented parts of a self-assessment programme and from meetings organized to discuss the subject. This report will be used in IAEA sponsored workshops and seminars on operational safety that include the topic of self-assessment

  8. Competition: the answers

    CERN Multimedia

    Staff Association

    2016-01-01

    The correct answers to the Staff Association Competition are: How many women delegates are there currently in the Staff Council? -14 Who is the current President of the Staff Association? - Alessandro Raimondo Which year was the Nursery School established by the Staff Association at CERN?  -1965 How many CERN clubs are supported by the Staff Association? -44 What is the supreme representative body of the Staff Association ? -The Staff Council   The winners will be informed by email.

  9. Benefits from self-assessments in nuclear stations

    International Nuclear Information System (INIS)

    Hamlin, K.W.

    1996-01-01

    Effective self-assessment is an essential characteristic of any top-performing organization. It is vital to the success of a commercial nuclear facility. It must be challenging. When done well, it clearly contributes to continuous improvement. A focus on self-assessments in nuclear stations helps define the terminology. An assessment done by an external organization usually fails to provide the added benefits and learning that result from actually performing the self-assessment, from actually experiencing the challenges of a critical self-examination

  10. Book review: Reptiles and amphibians: Self-assessment color review

    Science.gov (United States)

    Green, David E.

    2017-01-01

    No abstract available.Book information: Reptiles and Amphibians: Self-Assessment Color Review. 2nd Edition. By Fredric L. Frye. CRC Press, Taylor and Francis Group, Boca Raton, Florida USA. 2015. 252 pp. ISBN 9781482257601.

  11. Self-Assessment: The Disconnect between Research and Rhetoric

    Science.gov (United States)

    2008-01-01

    Purpose: Physical therapists are expected to engage in self-assessment in order to ensure competent practice and to identify appropriate professional development activities. Summary of Key Points: This paper reviews the current literature on the accuracy and role of self-assessment in physical therapy. Current literature indicating that self-assessment cannot be conducted with any degree of accuracy is discussed, and a proposed reformulation of the concept of self-assessment is presented. Recommendations: Practical strategies are offered for clinicians to improve the potential for obtaining reliable and valid information about their own clinical performance to guide the selection of appropriate professional development activities and to promote the provision of competent patient care. PMID:20145775

  12. Procedures for self-assessment of operational safety

    International Nuclear Information System (INIS)

    1997-08-01

    Self-assessment processes have been continuously developed by nuclear organizations, including nuclear power plants. Currently, the nuclear industry and governmental organizations are showing an increasing interest in the implementation of this process as an effective way for improving safety performance. Self-assessment involves the use of different types of tools and mechanisms to assist the organizations in assessing their own safety performance against given standards. This helps to enhance the understanding of the need for improvements, the feeling of ownership in achieving them and and the safety culture as a whole. The concepts developed in this report present the basic approach to self-assessment taking into consideration experience gained during Operational Safety Review Team (OSART) missions, from organizations and utilities which have successfully implemented parts of a self-assessment programme and from meetings organized to discuss the subject

  13. A patient self-assessment tool for cardiac rehabilitation.

    Science.gov (United States)

    Phelan, C; Finnell, M D; Mottla, K A

    1989-01-01

    A patient self-assessment tool was designed, tested, and implemented to promote cardiac-specific data collection, based on Gordon's Functional Health Patterns, to maximize patient/family involvement in determining a plan of care, and to streamline primary nurses' documentation requirements. Retrospective and concurrent chart reviews provided data for quality assurance monitoring. The results of the monitoring demonstrated that the self-assessment tool markedly improved the patient-specific data base.

  14. ECTA/DaSy Framework Self-Assessment Comparison Tool

    Science.gov (United States)

    Center for IDEA Early Childhood Data Systems (DaSy), 2016

    2016-01-01

    The Self-Assessment Comparison (SAC) Tool is for state Part C and Section 619/Preschool programs to use to assess changes in the implementation of one or more components of the ECTA System Framework and/or subcomponenets of the DaSy Data System Framework. It is a companion to the ECTA/DaSy Framework Self-Assessment. Key features of the SAC are…

  15. Self-assessment program and actions in ANAV

    International Nuclear Information System (INIS)

    2004-01-01

    Since 1999, the Association Nuclear Asco-Vandellos II, AIE (ANAV) has a self-assessment program in place and controls and tracks the actions with the support of different databases. This article describes the improvements made in the self-assessment programs and actions of ANAV between 1999 up to the present, all the fruit of the experience gained in the application of these programs, Sector guidelines and international trends, as well as standardization with the other Spanish nuclear power plants. (Author)

  16. Implementing an effective self-assessment program at Millstone Station

    International Nuclear Information System (INIS)

    Venable, J.M.

    1996-01-01

    The nuclear industry is becoming ever more reliant on self-assessments to ensure operational safety and to meet our increasingly competitive business challenges. This trend includes utility assessments modeled after major U.S. Nuclear Regulatory Commission (NRC) inspections such as safety system functional inspections (SSFI). Utility conducted SSFIs leveraged the limited resources of the NRC, making possible many evaluations that simply would not have been conducted otherwise. This report describes a self-assessment program at the Millstone Station plant

  17. NASA Occupational Health Program FY98 Self-Assessment

    Science.gov (United States)

    Brisbin, Steven G.

    1999-01-01

    The NASA Functional Management Review process requires that each NASA Center conduct self-assessments of each functional area. Self-Assessments were completed in June 1998 and results were presented during this conference session. During FY 97 NASA Occupational Health Assessment Team activities, a decision was made to refine the NASA Self-Assessment Process. NASA Centers were involved in the ISO registration process at that time and wanted to use the management systems approach to evaluate their occupational health programs. This approach appeared to be more consistent with NASA's management philosophy and would likely confer status needed by Senior Agency Management for the program. During FY 98 the Agency Occupational Health Program Office developed a revised self-assessment methodology based on the Occupational Health and Safety Management System developed by the American Industrial Hygiene Association. This process was distributed to NASA Centers in March 1998 and completed in June 1998. The Center Self Assessment data will provide an essential baseline on the status of OHP management processes at NASA Centers. That baseline will be presented to Enterprise Associate Administrators and DASHO on September 22, 1998 and used as a basis for discussion during FY 99 visits to NASA Centers. The process surfaced several key management system elements warranting further support from the Lead Center. Input and feedback from NASA Centers will be essential to defining and refining future self assessment efforts.

  18. Dental status and self-assessed chewing ability in 70- and 80-year-old subjects in Sweden.

    Science.gov (United States)

    Unell, L; Johansson, A; Ekbäck, G; Ordell, S; Carlsson, G E

    2015-09-01

    The objective was to compare two cohorts of elderly people, 70 and 80 years old, with respect to dental status and self-assessed chewing ability. The hypotheses were as follows: (i) dental status is associated with self-assessed chewing ability; (ii) chewing ability is poorer among the 80- than the 70-year-old subjects. Identical questionnaires were in 2012 sent to all subjects born in 1942 and 1932, living in two Swedish counties. The response rate was 70.1% resulting in samples of 5697 70- and 2922 80-year-old subjects. Answers to questions on self-assessed chewing ability, dental status and some other factors have been analysed. Dental status varied but was in general good; 72% of the 70- and 60% of the 80-year-old subjects reported that they had all or only few missing teeth. Rate of edentulism was 3% and 7%, respectively. Removable partial dentures were reported by 6% and 10%, respectively, implant treatment by 13% in both cohorts. Self-assessed chewing ability was mostly good and correlated with the number of teeth (Spearman rho = 0.46). A majority of the edentulous subjects assessed their chewing ability as very or fairly good. Logistic regression showed that self-assessed chewing ability was significantly associated with a number of dental variables but also with general health. In conclusion, dental status was relatively good at both ages but somewhat poorer in the older cohort. Dental status, some other dental variables and being healthy were in both age groups significantly associated with self-assessed chewing ability. © 2015 John Wiley & Sons Ltd.

  19. Self-assessed performance improves statistical fusion of image labels

    International Nuclear Information System (INIS)

    Bryan, Frederick W.; Xu, Zhoubing; Asman, Andrew J.; Allen, Wade M.; Reich, Daniel S.; Landman, Bennett A.

    2014-01-01

    Purpose: Expert manual labeling is the gold standard for image segmentation, but this process is difficult, time-consuming, and prone to inter-individual differences. While fully automated methods have successfully targeted many anatomies, automated methods have not yet been developed for numerous essential structures (e.g., the internal structure of the spinal cord as seen on magnetic resonance imaging). Collaborative labeling is a new paradigm that offers a robust alternative that may realize both the throughput of automation and the guidance of experts. Yet, distributing manual labeling expertise across individuals and sites introduces potential human factors concerns (e.g., training, software usability) and statistical considerations (e.g., fusion of information, assessment of confidence, bias) that must be further explored. During the labeling process, it is simple to ask raters to self-assess the confidence of their labels, but this is rarely done and has not been previously quantitatively studied. Herein, the authors explore the utility of self-assessment in relation to automated assessment of rater performance in the context of statistical fusion. Methods: The authors conducted a study of 66 volumes manually labeled by 75 minimally trained human raters recruited from the university undergraduate population. Raters were given 15 min of training during which they were shown examples of correct segmentation, and the online segmentation tool was demonstrated. The volumes were labeled 2D slice-wise, and the slices were unordered. A self-assessed quality metric was produced by raters for each slice by marking a confidence bar superimposed on the slice. Volumes produced by both voting and statistical fusion algorithms were compared against a set of expert segmentations of the same volumes. Results: Labels for 8825 distinct slices were obtained. Simple majority voting resulted in statistically poorer performance than voting weighted by self-assessed performance

  20. Self-assessed performance improves statistical fusion of image labels

    Energy Technology Data Exchange (ETDEWEB)

    Bryan, Frederick W., E-mail: frederick.w.bryan@vanderbilt.edu; Xu, Zhoubing; Asman, Andrew J.; Allen, Wade M. [Electrical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); Reich, Daniel S. [Translational Neuroradiology Unit, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892 (United States); Landman, Bennett A. [Electrical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); Biomedical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); and Radiology and Radiological Sciences, Vanderbilt University, Nashville, Tennessee 37235 (United States)

    2014-03-15

    Purpose: Expert manual labeling is the gold standard for image segmentation, but this process is difficult, time-consuming, and prone to inter-individual differences. While fully automated methods have successfully targeted many anatomies, automated methods have not yet been developed for numerous essential structures (e.g., the internal structure of the spinal cord as seen on magnetic resonance imaging). Collaborative labeling is a new paradigm that offers a robust alternative that may realize both the throughput of automation and the guidance of experts. Yet, distributing manual labeling expertise across individuals and sites introduces potential human factors concerns (e.g., training, software usability) and statistical considerations (e.g., fusion of information, assessment of confidence, bias) that must be further explored. During the labeling process, it is simple to ask raters to self-assess the confidence of their labels, but this is rarely done and has not been previously quantitatively studied. Herein, the authors explore the utility of self-assessment in relation to automated assessment of rater performance in the context of statistical fusion. Methods: The authors conducted a study of 66 volumes manually labeled by 75 minimally trained human raters recruited from the university undergraduate population. Raters were given 15 min of training during which they were shown examples of correct segmentation, and the online segmentation tool was demonstrated. The volumes were labeled 2D slice-wise, and the slices were unordered. A self-assessed quality metric was produced by raters for each slice by marking a confidence bar superimposed on the slice. Volumes produced by both voting and statistical fusion algorithms were compared against a set of expert segmentations of the same volumes. Results: Labels for 8825 distinct slices were obtained. Simple majority voting resulted in statistically poorer performance than voting weighted by self-assessed performance

  1. Answers to modernity

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

    - teacher, learner or curriculum planner positions - result in different strategies or 'answers to modernity'. The research has taken place as a study of e-learning and virtual teachhing of Danish as a second language for adults. The fact that relations in virtual learning are established between physically......, locationally distant'. Based on a case study and interviews with e-learning teachers and learner participants in a virtual classroom setting and on extracts of the curriculum developed for the particular e-learning course, the aim of the paper is to discuss how different positions in an e-learning triangle...... absent individuals, who are locationnaly distant and may never meet, seems to necessitate different strategies towards e-learning, depending on the position in the learning triangle. The research results indicate, that teachers compensate for the disembedded social relations in e-llearning environments...

  2. Generic Drugs: Questions and Answers

    Science.gov (United States)

    ... Vaccines, Blood & Biologics Animal & Veterinary Cosmetics Tobacco Products Drugs Home Drugs Resources for You Information for Consumers (Drugs) Questions & Answers Generic Drugs: Questions & Answers Share Tweet Linkedin Pin it More ...

  3. Novelty Detection via Answer Updating

    National Research Council Canada - National Science Library

    Li, Xiaoyan; Croft, W. B

    2004-01-01

    .... Specifically, we explore the use of question-answering techniques for novelty detection. New information is defined as new/previously unseen answers to questions representing a user's information need...

  4. Role confusion and self-assessment in interprofessional trauma teams.

    Science.gov (United States)

    Steinemann, Susan; Kurosawa, Gene; Wei, Alexander; Ho, Nina; Lim, Eunjung; Suares, Gregory; Bhatt, Ajay; Berg, Benjamin

    2016-02-01

    Trauma care requires coordinating an interprofessional team, with formative feedback on teamwork skills. We hypothesized nurses and surgeons have different perceptions regarding roles during resuscitation; that nurses' teamwork self-assessment differs from experts', and that video debriefing might improve accuracy of self-assessment. Trauma nurses and surgeons were surveyed regarding resuscitation responsibilities. Subsequently, nurses joined interprofessional teams in simulated trauma resuscitations. After each resuscitation, nurses and teamwork experts independently scored teamwork (T-NOTECHS). After video debriefing, nurses repeated T-NOTECHS self-assessment. Nurses and surgeons assumed significantly more responsibility by their own profession for 71% of resuscitation tasks. Nurses' overall T-NOTECHS ratings were slightly higher than experts'. This was evident in all T-NOTECHS subdomains except "leadership," but despite statistical significance the difference was small and clinically irrelevant. Video debriefing did not improve the accuracy of self-assessment. Nurses and physicians demonstrated discordant perceptions of responsibilities. Nurses' self-assessment of teamwork was statistically, but not clinically significantly, higher than experts' in all domains except physician leadership. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. Self-Assessment Methods in the Higher Education Quality Improvement

    Directory of Open Access Journals (Sweden)

    Jitka SMUTNÁ

    2009-06-01

    Full Text Available Organizational performance is maximized when it is based on the management and sharing of knowledge within a culture of continuous learning, innovation and improvement. The methodology embodies the principle of self-evaluation or self-assessment. The higher education institutions would learn from feedback by reviewing impact of strategies and actions, trends in results and by comparing through benchmarking. The focus of this paper is the implementation of EFQM excellence model in the higher education (HE sector. This paper describes the specific issues in implementing the model in HE institutions, with a particular focus on the choice of self-assessment methodology. The early signs are that EFQM excellence model self-assessment can help to produce a more customer-oriented culture in HE institutions, providing that the lessons learned from the wider public sector are put into practice.

  6. What am I capable? Self-Assessment of Basic Competences

    Directory of Open Access Journals (Sweden)

    Antonia Ramírez García

    2014-10-01

    Full Text Available The aims of this research are focus in evaluate linguistic communication and mathematics competences of students in sixth grade of primary education from their perception, and to develop a valid and reliable questionnaire in order to perform a self-assessment. The methodology has quantitative, descriptive and correlational character. In this research 1424 students from 46 schools in Cordova and its province participated. The results show that variables such as gender, age, number of siblings and type of center have influence for a better or worse self-assessment of students; but extracurricular activities undertaken by students and the increased weekly time devoted are those which cause a greater appreciation of each competence. On the other hand, a lower daily use of television, computer and games console allows that students make a self-assess more capeble to different aspects of both competences.

  7. LANL Safety Conscious Work Environment (SCWE) Self-Assessment

    Energy Technology Data Exchange (ETDEWEB)

    Hargis, Barbara C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2014-01-29

    On December 21, 2012 Secretary of Energy Chu transmitted to the Defense Nuclear Facilities Safety Board (DNFSB) revised commitments on the implementation plan for Safety Culture at the Waste Treatment and Immobilization Plant. Action 2-5 was revised to require contractors and federal organizations to complete Safety Conscious Work Environment (SCWE) selfassessments and provide reports to the appropriate U.S. Department of Energy (DOE) - Headquarters Program Office by September 2013. Los Alamos National Laboratory (LANL) planned and conducted a Safety Conscious Work Environment (SCWE) Self-Assessment over the time period July through August, 2013 in accordance with the SCWE Self-Assessment Guidance provided by DOE. Significant field work was conducted over the 2-week period August 5-16, 2013. The purpose of the self-assessment was to evaluate whether programs and processes associated with a SCWE are in place and whether they are effective in supporting and promoting a SCWE.

  8. Integrated Safeguards and Security Management Self-Assessment 2004

    Energy Technology Data Exchange (ETDEWEB)

    Lunford, Dan; Ramsey, Dwayne

    2005-04-01

    In 2002 Ernest Orlando Lawrence Berkeley National Laboratory deployed the first Integrated Safeguards and Security Management (ISSM) Self-Assessment process, designed to measure the effect of the Laboratory's ISSM efforts. This process was recognized by DOE as a best practice and model program for self-assessment and training. In 2004, the second Self-Assessment was launched. The cornerstone of this process was an employee survey that was designed to meet several objectives: (1) Ensure that Laboratory assets are protected. (2) Provide a measurement of the Laboratory's current security status that can be compared against the 2002 Self-Assessment baseline. (3) Educate all Laboratory staff about security responsibilities, tools, and practices. (4) Provide security staff with feedback on the effectiveness of security programs. (5) Provide line management with the information they need to make informed decisions about security. This 2004 Self Assessment process began in July 2004 with every employee receiving an information packet and instructions for completing the ISSM survey. The Laboratory-wide survey contained questions designed to measure awareness and conformance to policy and best practices. The survey response was excellent--90% of Berkeley Lab employees completed the questionnaire. ISSM liaisons from each division followed up on the initial survey results with individual employees to improve awareness and resolve ambiguities uncovered by the questionnaire. As with the 2002 survey, the Self-Assessment produced immediate positive results for the ISSM program and revealed opportunities for longer-term corrective actions. Results of the questionnaire provided information for organizational profiles and an institutional summary. The overall level of security protection and awareness was very high--often above 90%. Post-survey work by the ISSM liaisons and line management consistently led to improved awareness and metrics, as shown by a comparison of

  9. The self assessment at ANGRA 1 NPP in Brazil

    Energy Technology Data Exchange (ETDEWEB)

    Werdine, H Jr [Furnas Centrais Eletricas S.A., Rio de Janeiro (Brazil)

    1997-12-31

    Angra 1 considers the Self-Assessment concept an extremely valuable tool to enhance plant safety and plant performance. A formal guidance procedure to apply this methodology does not exist at our plant and should be developed and implemented as soon as possible. Some portions of this methodology already exist with different names. The root cause analysis of in-house incident reports is a heavy portion of a sound self-assessment approach. International related experience from top performance plants should be used. International meetings, such as this one, should be convened and formal guidance from the IAEA should be written.

  10. The self assessment at ANGRA 1 NPP in Brazil

    International Nuclear Information System (INIS)

    Werdine, H. Jr.

    1996-01-01

    Angra 1 considers the Self-Assessment concept an extremely valuable tool to enhance plant safety and plant performance. A formal guidance procedure to apply this methodology does not exist at our plant and should be developed and implemented as soon as possible. Some portions of this methodology already exist with different names. The root cause analysis of in-house incident reports is a heavy portion of a sound self-assessment approach. International related experience from top performance plants should be used. International meetings, such as this one, should be convened and formal guidance from the IAEA should be written

  11. Self-Assessment at Krsko Nuclear Power Plant

    International Nuclear Information System (INIS)

    Strucic, M.; Kavsek, D.; Novak, J.; Dudas, M.

    2006-01-01

    Self-assessment program in NPP Krsko is based on plant effort to identify areas for improvements, as well as strengths in various processes. The highest level tool of that program is Inter-disciplinary Self-assessment. Extensive experience in methodology from many Peer Reviews worldwide, where NPP Krsko personnel were involved, was essential contributor for successful development and implementation of Inter-disciplinary Self-assessment. Every Inter-disciplinary Self-assessment, performed by experienced NEK people, results in highly efficient and constructive action plan. It is achieved by professional approach and positive attitude of team leader and members. Typical team composition includes members from different NEK departments including their managers. They are experienced in area being assessed, as well as in Cause analysis techniques. People involved in previous Internal or Inter-discipline Self-assessments and international peer reviews are indispensable part of the team and usually team leader is one of them. Inter-disciplinary Self-assessments are planned well in advance and are approved by NEK management board. NEK directors are also involved through sponsorship. Often, they are counterparts in the interviews sessions of assessment. Methodology of carrying out Self-assessment is developed using WANO Peer reviews experience and techniques. Areas for assessment are mostly identified through Corrective action or trending processes, Internal self-assessments or Performance Indicators. Field observations, interviews with workers in the field and their superiors are reason for frequent team meetings. That process is often iterative and results in clear and precise observation reports which are separately analyzed and at the end confirmed by owner of the process. Based on analysis described in observation reports, team defines areas where generic problems are found. Team members are dedicated for particular areas, usually where they are more educated and

  12. Efficient question answering with question decomposition and multiple answer streams

    OpenAIRE

    Hartrumpf, Sven; Glöckner, Ingo; Leveling, Johannes

    2009-01-01

    The German question answering (QA) system IRSAW (formerly: InSicht) participated in QA@CLEF for the fth time. IRSAW was introduced in 2007 by integrating the deep answer producer InSicht, several shallow answer producers, and a logical validator. InSicht builds on a deep QA approach: it transforms documents to semantic representations using a parser, draws inferences on semantic representations with rules, and matches semantic representations derived from questions and documents. InS...

  13. Self-assessment of managerial knowledge and skills of medical doctors in primary health care

    Directory of Open Access Journals (Sweden)

    Aida Pilav

    2016-03-01

    Full Text Available Introduction: The aim of this paper was to evaluate the managerial knowledge and skills of mid-level managers – medical doctors in Medical center of the Canton Sarajevo.Methods: A cross-sectional study of the mid-level managers in the Medical center of the Canton Sarajevo was conducted using an originally developed questionnaire for self-assessment of managerial knowledge and skills. The respondents answered each of the questions using a 5-point Likert scale. Apart from the quantitative section, the respondents could present their observations concerning the educational needs in the health care system.Results: Almost 40% of the respondents said that the process of assessing health care needs is not conducted. No statistical significance was observed in the responses according to the length of service in a managerial position. In total, 41% of the respondents were not sure whether a plan exists, even though the development of these plans should be a principal managerial responsibility in the quality management. Managers who were longer in the position reported no plans for corrective actions. This result was in contrast with the answers obtained from the managers who were in the position for a shorter period. In addition, 91% of the respondents said that they regularly discuss problems with their employees.Conclusions: Self- assessment and assessment of managerial competencies should be regular activities in a health care organization, in order to monitor the knowledge and skills, as well as to make the development plans. The results of this study could serve as the basis for planning and developing the health management education in the Canton Sarajevo.

  14. Plagiarism-Proofing Assignments

    Science.gov (United States)

    Johnson, Doug

    2004-01-01

    Mr. Johnson has discovered that the higher the level of student engagement and creativity, the lower the probability of plagiarism. For teachers who would like to see such desirable results, he describes the characteristics of assignments that are most likely to produce them. Two scenarios of types of assignments that avoid plagiarism are…

  15. A Self-Assessment Checklist for Undergraduate Students' Argumentative Writing

    Science.gov (United States)

    Nimehchisalem, Vahid; Chye, David Yoong Soon; Jaswant Singh, Sheena Kaur A/P; Zainuddin, Siti Zaidah; Norouzi, Sara; Khalid, Sheren

    2014-01-01

    With a growing emphasis on students' ability to assess their own written works in teaching English as a Second Language (ESL) writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of…

  16. Self-Assessment in Librarianship: Current Practices and Future Possibilities

    Directory of Open Access Journals (Sweden)

    Ania Dymarz

    2015-07-01

    Full Text Available The authors of this qualitative study set out to investigate self-assessment practices within the library profession. The researchers conducted semi-structured interviews with a purposeful sample of nine librarians coming from a range of library settings and possessing a diversity of library experience. Interviews were then transcribed and coded in NVIVO to identify emergent themes. This paper details some of the results of that study, highlighting motivations, limitations, and strategies with regard to self-assessment. The findings present a summary of a range of approaches to the practice of assessment as reported by the interviewees. One area of possible growth for our profession, as highlighted by the findings, is in the development of peer networks as a support for the individual practice of self-assessment. While the results of this small case study cannot be generalized, the authors hope these preliminary findings can open up the conversation around self-assessment both for individual librarians and for those librarians and managers working to shape their workplace culture.

  17. Self-Assessment of Competences in Management Education

    Science.gov (United States)

    Hernández López, Lidia; de Saá Pérez, Petra; Ballesteros Rodríguez, Jose Luis; García Almeida, Desiderio

    2015-01-01

    Purpose: The purpose of this paper is to discuss the theoretical and practical need for research into the learning conditions that influence a student's self-assessment of their competences in management education. By means of a theoretical review, the paper introduces a model that integrates various learning conditions related to a student's…

  18. A Mobile Application for User Regulated Self-Assessments

    Science.gov (United States)

    Lazarinis, Fotis; Verykios, Vassilios S.; Panagiotakopoulos, Chris

    2017-01-01

    In this paper we present a mobile application for self-assessment. The work describes the main features of the application and focuses on its acceptance by students and the increase on their learning, through its usage in real testing settings. The application supports the retrieval of questions based on a number of criteria and it was evaluated…

  19. Mentoring and Tutoring Your Students through Self-Assessment

    Science.gov (United States)

    McDonald, Betty

    2013-01-01

    This paper describes practical procedures in mentoring/tutoring students through self-assessment (SA) to establish and maintain partnership in learning. High school teachers ("n"?=?10) allow their students ("N"?=?515: 359 males) to engage in activities that help them identify standards and/or criteria to apply to their work and…

  20. Modelling self-assessed vulnerability to HIV and its associated ...

    African Journals Online (AJOL)

    Background: Globally, individuals' self-assessment of vulnerability to HIV infection is important to maintain safer sexual behaviour and reduce risky behaviours. However, determinants of self-perceived risk of HIV infection are not well documented and differ. We assessed the level of self-perceived vulnerability to HIV ...

  1. Speaking Self-Assessment: Mismatches between Learners' and Teachers' Criteria

    Science.gov (United States)

    Babaii, Esmat; Taghaddomi, Shahin; Pashmforoosh, Roya

    2016-01-01

    Perceptual (mis)matches between teachers and learners are said to affect learning success or failure. Self-assessment, as a formative assessment tool, may, inter alia, be considered a means to minimize such mismatches. Therefore, the present study investigated the extent to which learners' assessment of their own speaking performance, before and…

  2. Do Accounting Students Believe in Self-Assessment?

    Science.gov (United States)

    Hill, Tanya

    2016-01-01

    In education, formal assessment focuses on summative assessment with the objective of allocating grades, limiting learning by students. Formative assessment, in the form of self-assessment, has been proposed as beneficial to student learning in various fields. This study explores the perceptions of accounting students of the self-assessment…

  3. Feedback data sources that inform physician self-assessment.

    Science.gov (United States)

    Lockyer, Jocelyn; Armson, Heather; Chesluk, Benjamin; Dornan, Timothy; Holmboe, Eric; Loney, Elaine; Mann, Karen; Sargeant, Joan

    2011-01-01

    Self-assessment is a process of interpreting data about one's performance and comparing it to explicit or implicit standards. To examine the external data sources physicians used to monitor themselves. Focus groups were conducted with physicians who participated in three practice improvement activities: a multisource feedback program; a program providing patient and chart audit data; and practice-based learning groups. We used grounded theory strategies to understand the external sources that stimulated self-assessment and how they worked. Data from seven focus groups (49 physicians) were analyzed. Physicians used information from structured programs, other educational activities, professional colleagues, and patients. Data were of varying quality, often from non-formal sources with implicit (not explicit) standards. Mandatory programs elicited variable responses, whereas data and activities the physicians selected themselves were more likely to be accepted. Physicians used the information to create a reference point against which they could weigh their performance using it variably depending on their personal interpretation of its accuracy, application, and utility. Physicians use and interpret data and standards of varying quality to inform self-assessment. Physicians may benefit from regular and routine feedback and guidance on how to seek out data for self-assessment.

  4. Trouble in Paradise: Self-Assessment and the Tao

    Science.gov (United States)

    Pinner, Richard

    2016-01-01

    In this article I outline how and why I have established a self-assessment system for class participation scores in an English-speaking skills course at a Japanese university. I explain how my experience with one particular student, who personally admitted to having abused the system, led me to realize that elements from Yin and Yang have been…

  5. Improving Undergraduates’ Argumentative Group Essay Writing through Self-assessment

    Directory of Open Access Journals (Sweden)

    Yong Mei Fung

    2015-10-01

    Full Text Available When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003. This is quite challenging for English as a second language (ESL learners. To improve the quality of their writing, students need to review their draft throughout the writing process. This study aimed to investigate the effect of self-assessment in group writing and how group work improves students’ writing ability. An intact class comprising 22 first-year undergraduates participated in the study.  Data were collected from pre- and post-treatment writing tests, semi-structured interview and reflection entries. The results revealed that self-assessment has a significant effect on students’ writing performance. Group work also enhanced social and cognitive development of the students. This study provides insights into the use of self-assessment in writing class to develop learner autonomy and improve writing ability. Keywords: Argumentative essay, Self-assessment, Learner autonomy, Group writing, ESL learners

  6. Self-Assessment in Mathematics as Correlate of Performance of ...

    African Journals Online (AJOL)

    This study was conducted to investigate the relationship between students self assessment in Mathematics and academic performance in Senior Secondary School Physics. The research is descriptive and of the survey type as there was no treatment and manipulation of subjects. Instead it involves the use of questionnaire ...

  7. Getting an Answer Right

    Science.gov (United States)

    Moore, John W.

    1999-07-01

    really is.) Or we could ask students to make careful observations as an experiment is being carried out and then decide whether the proposed interpretation was correct. (If the only effect of burning a candle in a beaker inverted in a water bath is to use up the oxygen, then the water should rise slowly and steadily into the beaker as long as the candle burns; it does not.) Getting the right answer is not nearly as important as getting an answer right- exploring and experimenting to eliminate alternative hypotheses and finding the best-supported explanation. Diffusion and the fraction of oxygen in air can be studied with simple, inexpensive equipment, and it is easy for students to experiment with them. If we use them appropriately, these two subjects have great potential for enhancing students' skills in critical thinking and experimental design. Many other phenomena reported in these pages provide similar opportunities. Let's apply our ingenuity and effort to making the most of them. Literature Cited 1. Parsons, L. J. Chem. Educ. 1999, 76, 898. 2. Birk, J. P.; Lawson, A. E. J. Chem. Educ. 1999, 76, 914. 3. Mason, E. A.; Kronstadt, B. J. Chem. Educ. 1967, 44, 740. Kirk, A. D. J. Chem. Educ. 1967, 44, 745. 4. Davis, L. C. J. Chem. Educ. 1996, 73, 824. 5. Westbrook, S.; Marek, E. A. J. Res. Sci. Teach. 1991, 28, 649-660 6. Birk, J. P.; McGrath, L.; Gunter, S. K. J. Chem. Educ. 1981, 58, 804.

  8. Psychological distress negatively affects self-assessment of shoulder function in patients with rotator cuff tears.

    Science.gov (United States)

    Potter, Michael Q; Wylie, James D; Greis, Patrick E; Burks, Robert T; Tashjian, Robert Z

    2014-12-01

    In many areas of orthopaedics, patients with greater levels of psychological distress report inferior self-assessments of pain and function. This effect can lead to lower-than-expected baseline scores on common patient-reported outcome scales, even those not traditionally considered to have a psychological component. This study attempts to answer the following questions: (1) Are higher levels of psychological distress associated with clinically important differences in baseline scores on the VAS for pain, the Simple Shoulder Test, and the American Shoulder and Elbow Surgeons score in patients undergoing arthroscopic rotator cuff repair? (2) Does psychological distress remain a negative predictor of baseline shoulder scores when other clinical variables are controlled? Eighty-five patients with full-thickness rotator cuff tears were prospectively enrolled. Psychological distress was quantified using the Distress Risk Assessment Method questionnaire. Patients completed baseline self-assessments including the VAS for pain, the Simple Shoulder Test, and the American Shoulder and Elbow Surgeons score. Age, sex, BMI, smoking status, American Society of Anesthesiologists classification, tear size, and tear retraction were recorded for each patient. Bivariate correlations and multivariate regression models were used to assess the effect of psychological distress on patient self-assessment of shoulder pain and function. Distressed patients reported higher baseline VAS scores (6.7 [95% CI, 4.4-9.0] versus 2.9 [95% CI, 2.3-3.6], p = 0.001) and lower baseline Simple Shoulder Test (3.7 [95% CI, 2.9-4.5] versus 5.7 [95% CI 5.0-6.4], p = 0.001) and American Shoulder and Elbow Surgeons scores (39 [95% CI, 34-45] versus 58 [95% CI, 53-63], p psychological distress are associated with inferior baseline patient self-assessment of shoulder pain and function using the VAS, the Simple Shoulder Test, and the American Shoulder and Elbow Surgeons score. Longitudinal followup is

  9. Patient Self-Assessment of Surgical Site Infection is Inaccurate.

    Science.gov (United States)

    Richter, Vered; Cohen, Matan J; Benenson, Shmuel; Almogy, Gideon; Brezis, Mayer

    2017-08-01

    Availability of surgical site infection (SSI) surveillance rates challenges clinicians, healthcare administrators and leaders and the public. The purpose of this report is to demonstrate the consequences patient self-assessment strategies have on SSI reporting rates. We performed SSI surveillance among patients undergoing general surgery procedures, including telephone follow-up 30 days after surgery. Additionally we undertook a separate validation study in which we compared patient self-assessments of SSI with surgeon assessment. Finally, we performed a meta-analysis of similar validation studies of patient self-assessment strategies. There were 22/266 in-hospital SSIs diagnosed (8.3%), and additional 16 cases were detected through the 30-day follow-up. In total, the SSI rate was 16.8% (95% CI 10.1-18.5). In the validation survey, we found patient telephone surveillance to have a sensitivity of 66% (95% CI 40-93%) and a specificity of 90% (95% CI 86-94%). The meta-analysis included five additional studies. The overall sensitivity was 83.3% (95% CI 79-88%), and the overall specificity was 97.4% (95% CI 97-98%). Simulation of the meta-analysis results divulged that when the true infection rate is 1%, reported rates would be 4%; a true rate of 50%, the reported rates would be 43%. Patient self-assessment strategies in order to fulfill 30-day SSI surveillance misestimate SSI rates and lead to an erroneous overall appreciation of inter-institutional variation. Self-assessment strategies overestimate SSIs rate of institutions with high-quality performance and underestimate rates of poor performance. We propose such strategies be abandoned. Alternative strategies of patient follow-up strategies should be evaluated in order to provide valid and reliable information regarding institutional performance in preventing patient harm.

  10. Fair Package Assignment

    Science.gov (United States)

    Lahaie, Sébastien; Parkes, David C.

    We consider the problem of fair allocation in the package assignment model, where a set of indivisible items, held by single seller, must be efficiently allocated to agents with quasi-linear utilities. A fair assignment is one that is efficient and envy-free. We consider a model where bidders have superadditive valuations, meaning that items are pure complements. Our central result is that core outcomes are fair and even coalition-fair over this domain, while fair distributions may not even exist for general valuations. Of relevance to auction design, we also establish that the core is equivalent to the set of anonymous-price competitive equilibria, and that superadditive valuations are a maximal domain that guarantees the existence of anonymous-price competitive equilibrium. Our results are analogs of core equivalence results for linear prices in the standard assignment model, and for nonlinear, non-anonymous prices in the package assignment model with general valuations.

  11. My Favorite Assignment.

    Science.gov (United States)

    ABCA Bulletin, 1983

    1983-01-01

    Describes three assignments for enticing business communication students to undertake library research: an analysis of a Fortune 500 company, a career choice report, and a report on an organization that offers potential employment. (AEA)

  12. Historical WBAN ID Assignments

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — 4"x6" index cards represent the first written assignments of Weather Bureau Army Navy (WBAN) station identifier numbers by the National Climatic Data Center....

  13. Dynamic Sequence Assignment.

    Science.gov (United States)

    1983-12-01

    D-136 548 DYNAMIIC SEQUENCE ASSIGNMENT(U) ADVANCED INFORMATION AND 1/2 DECISION SYSTEMS MOUNTAIN YIELW CA C A 0 REILLY ET AL. UNCLSSIIED DEC 83 AI/DS...I ADVANCED INFORMATION & DECISION SYSTEMS Mountain View. CA 94040 84 u ,53 V,..’. Unclassified _____ SCURITY CLASSIFICATION OF THIS PAGE REPORT...reviews some important heuristic algorithms developed for fas- ter solution of the sequence assignment problem. 3.1. DINAMIC MOGRAMUNIG FORMULATION FOR

  14. Reflective practice: assessment of assignments in English for Specific Purposes

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskiené

    2007-10-01

    Full Text Available The construct alternative assessment has been widely used in higher education. It is often defined as any type of assessment of learners who provide a response to an assignment. The key features of alternative assessment are active participation of learners in self-evaluation of their performance, and the development of reflective thinking through reflective thinking (Schön, 1983. The success of alternative assessment in language teaching is predetermined by student’s performance and demonstrates learner’s language proficiency in contemporary communicative classrooms. This paper aims at researching the influence of students’ evaluations of various assignments for their linguistic development in English for Specific Purposes (ESP. The study uses learners’ assessment of different assignments and learners’ in-course and post-course written reflections on benefits to language mastery. Learners’ assignments included were contributions to portfolios (dossiers, such as essays and summaries, oral presentations, short impromptu talks, creative tasks, tests, and self-assessment notes (reflections on activities in learning ESP. Findings were obtained for two streams of the project participants. Results showed that self-assessment was beneficial for learners’ linguistic development. The context of learners’ reflections reveals that the attitudes to various assignments are affected by success or failure in students’ performance. Reflective practice might help teachers develop ways of dealing with previously identified difficulties and improve the quality of teaching.

  15. Apparel Marketing. [Student Manual] and Answer Book/Teacher's Guide.

    Science.gov (United States)

    Gaskill, Melissa Lynn

    This document on apparel marketing contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 16 assignments: (1) introduction to fashion and fashion merchandising; (2) current fashion; (3) careers in fashion; (4) buying; (5) retailing; (6) merchandise basics; (7) merchandise--promotion and…

  16. The influence of question design on the response to self-assessment in www.elearnSCI.org: a submodule pilot study.

    Science.gov (United States)

    Liu, N; Li, X-W; Zhou, M-W; Biering-Sørensen, F

    2015-08-01

    This is an interventional training session. The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. The study was conducted in a teaching hospital affiliated to Peking University, China. In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI.org for self-study. Both groups were then tested using the 10 self-assessment multiple-choice questions (MCQs) related to the same submodule. Group A used the original questions, whereas group B received an adjusted questionnaire. The responses to four conventional single-answer MCQs were nearly all correct in both groups. However, in three questions, group A, with the option 'All of the above', had a higher number of correct answers than group B, with multiple-answer MCQs. In addition, in another three questions, group A, using the original multiple-answer MCQs, had fewer correct answers than group B, where it was only necessary to tick a single incorrect answer. Variations in design influence the response to questions. The use of conventional single-answer MCQs should be reconsidered, as they only examine the recall of isolated knowledge facts. The 'All of the above' option should be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org.

  17. Pre-Tiger Team Self-Assessment report

    International Nuclear Information System (INIS)

    1991-01-01

    The Sandia National Laboratories Pre-Tiger Team Self-Assessment Report contains an introduction that describes the three sites in Albuquerque, New Mexico, Kauai, Hawaii, and Tonopah, Nevada, and the activities associated therewith. The self-assessment was performed October 1990 through December 1990. The paper discusses key findings and root causes associated with problem areas; environmental protection assessment with respect to the Clean Air Act, Clean Water Act, Comprehensive Environmental Response, Compensation, and Liability Act and the Superfund amendments, Resource Conservation and Recovery Act; and other regulatory documents; safety and health assessment with respect to organization administration, quality assurance, maintenance, training, emergency preparedness, nuclear criticality safety, security/safety interface, transportation, radiation protection, occupational safety, and associated regulations; and management practices assessment. 5 figs

  18. A Self-assessment Checklist for Undergraduate Students’ Argumentative Writing

    Directory of Open Access Journals (Sweden)

    Vahid Nimehchisalem

    2014-02-01

    Full Text Available With a growing emphasis on students’ ability to assess their own written works in teaching English as a Second Language (ESL writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of checklists that guide the learners in assessing their own writing. In this study, a self-assessment checklist was developed for undergraduate students in an ESL context to help them with their argumentative essays. This paper presents the related literature and theories, based on which the checklist was developed. The checklist is described and its potential theoretical and practical implications in ESL writing classes are discussed. Further research is necessary to refine the checklist through focus group studies with lecturers and students.

  19. [The benefit of self-assessment in rehabilitation].

    Science.gov (United States)

    Belhelal, Djamila; Garcia, Marie-Line; Velay, Anne-Sophie

    2015-01-01

    The clinical stabilisation of the patient is a phase which is favourable for carrying out self-assessment to help them determine their resources. Adapted assessment scales are useful tools. On the basis of these, an initial care project is put in place which takes shape as and when the assessments are carried out. Ensuring the patient follows a therapeutic education programme aims particularly at improving their knowledge of their health. Copyright © 2015. Published by Elsevier Masson SAS.

  20. What am I capable? Self-Assessment of Basic Competences

    OpenAIRE

    Antonia Ramírez García; Carmen Corpas Reina; María Isabel Amor Almedina; Rocío Serrano Rodríguez

    2014-01-01

    The aims of this research are focus in evaluate linguistic communication and mathematics competences of students in sixth grade of primary education from their perception, and to develop a valid and reliable questionnaire in order to perform a self-assessment. The methodology has quantitative, descriptive and correlational character. In this research 1424 students from 46 schools in Cordova and its province participated. The results show that variables such as gender, age, number of siblings ...

  1. Introducing the Skills of Self-assessment and Peer Feedback

    Directory of Open Access Journals (Sweden)

    Rania K. Jabr

    2011-03-01

    Full Text Available The object of our teaching should not simply be to introduce our students to a foreign language, but it should be to enable them to perform well when we teachers are no longer there to support them. This means we need to teach them to be autonomous, and one way to succeed in this challenging task is to train them in the “skill” of self-assessment (Harris, 1997 and how to benefit from peer interaction.

  2. Self-assessment of professionalism in physical therapy education.

    Science.gov (United States)

    Anderson, Deborah K; Irwin, Kent E

    2013-01-01

    With the physical therapy (PT) professions' advancement to the clinical doctorate degree and the promotion of autonomous practice, exemplary professional conduct is an expectation of the PT profession. PT education programs are being challenged to develop methods to teach and assess professional behavior. Forty-three PT students (11 male and 32 female, ages 20-28 years) completed the APTA Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after their first 3 week clinical experience and again after their final clinical experience. A mixed design ANOVA compared participants' total scores and individual Core Value scores on the Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after 3 and 33 weeks of clinical education. The effects of gender, age, and undergraduate area of study on growth in professionalism scores were also investigated. Total PPTCVSA scores and individual Core Value scores on professionalism (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility) were higher after 33 weeks compared to scores after 3 weeks of clinical education. Female student's total professionalism scores were higher than male student's scores on both the first and second self-assessments. In addition, female students scored themselves higher than their male peers on accountability, excellence, integrity, and professional duty. Improved scores on the PPTCVSA indicate that physical therapy education is playing an important role in the development of professional behavior, knowledge, and application in practice.

  3. Los Alamos National Laboratory 1995 self assessment report

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-06-30

    The Los Alamos National Laboratory (LANL) Safeguards and Security (S and S) Assurance Program (AP) is designed to ensure the adequacy and effectiveness of the LANL S and S program. The Assurance Program provides a mechanism for discovering deficiencies, determining causes, conducting risk assessments, implementing corrective actions, and documenting the assessment process. Selection of organizations for self assessments is based on the criteria established in the LANL S and S Assurance Program. For FY 1995, 12 organizations were selected for self assessments, these organizations are identified fin the schedule at Appendix A. The S and S topical areas selected for review in each organization varied depending on their security interests and included: Program Planning and Management (PPM); Protection Program Operations (PPO); Material Control and Accountability (MC and A); Computer and Communications Security (COMPSEC and COMSEC); Information Security (INFOSEC); Personnel Security (PERSEC); and Operational Security (OPSEC). The objective was to ascertain the effectiveness of S and S programs in each organization, its formality of operations, and its integration with the overall Laboratory S and S program. The goal was to meet both the DOE self-assessment requirements and the UC performance criteria and document the results.

  4. A Self-Assessment Guide for Resident Teaching Experiences.

    Science.gov (United States)

    Engle, Janet P; Franks, Amy M; Ashjian, Emily; Bingham, Angela L; Burke, John M; Erstad, Brian L; Haines, Seena L; Hilaire, Michelle L; Rager, Michelle L; Wienbar, Rebecca

    2016-06-01

    The 2015 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with developing a self-assessment guide for residency programs to quantitatively and qualitatively evaluate the outcomes of resident teaching curricula. After extensively reviewing the literature, the committee developed assessment rubrics modeled after the 2013 ACCP white paper titled "Guidelines for Resident Teaching Experiences" and the revised American Society of Health-System Pharmacists (ASHP) 2014 accreditation standards for PGY1 residencies, which place greater emphasis on the teaching and learning curriculum (TLC) than the previous accreditation standards. The self-assessment guide developed by the present committee can serve as an assessment tool for both basic and expanded TLCs. It provides the criteria for program goals, mentoring, directed readings with topic discussions, teaching experiences, and assessment methodology. For an expanded TLC, the committee has provided additional guidance on developing a teaching philosophy, becoming involved in interactive seminars, expanding teaching experiences, developing courses, and serving on academic committees. All the guidelines listed in the present paper use the measures "not present," "developing," and "well developed" so that residency program directors can self-assess along the continuum and identify areas of excellence and areas for improvement. Residency program directors should consider using this new assessment tool to measure program quality and outcomes of residency teaching experiences. Results of the assessment will help residency programs focus on areas within the TLC that will potentially benefit from additional attention and possible modification. © 2016 Pharmacotherapy Publications, Inc.

  5. Los Alamos National Laboratory 1995 self assessment report

    International Nuclear Information System (INIS)

    1995-01-01

    The Los Alamos National Laboratory (LANL) Safeguards and Security (S and S) Assurance Program (AP) is designed to ensure the adequacy and effectiveness of the LANL S and S program. The Assurance Program provides a mechanism for discovering deficiencies, determining causes, conducting risk assessments, implementing corrective actions, and documenting the assessment process. Selection of organizations for self assessments is based on the criteria established in the LANL S and S Assurance Program. For FY 1995, 12 organizations were selected for self assessments, these organizations are identified fin the schedule at Appendix A. The S and S topical areas selected for review in each organization varied depending on their security interests and included: Program Planning and Management (PPM); Protection Program Operations (PPO); Material Control and Accountability (MC and A); Computer and Communications Security (COMPSEC and COMSEC); Information Security (INFOSEC); Personnel Security (PERSEC); and Operational Security (OPSEC). The objective was to ascertain the effectiveness of S and S programs in each organization, its formality of operations, and its integration with the overall Laboratory S and S program. The goal was to meet both the DOE self-assessment requirements and the UC performance criteria and document the results

  6. FLEET ASSIGNMENT MODELLING

    Directory of Open Access Journals (Sweden)

    2016-01-01

    Full Text Available The article is devoted to the airline scheduling process and methods of its modeling. This article describes the main stages of airline scheduling process (scheduling, fleet assignment, revenue management, operations, their features and interactions. The main part of scheduling process is fleet assignment. The optimal solution of the fleet assignment problem enables airlines to increase their incomes up to 3 % due to quality improving of connections and execution of the planned number of flights operated by less number of aircraft than usual or planned earlier. Fleet assignment of scheduling process is examined and Conventional Leg-Based Fleet Assignment Model is analyzed. Finally strong and weak aspects of the model (SWOT are released and applied. The article gives a critical analysis of FAM model, with the purpose of identi- fying possible options and constraints of its use (for example, in cases of short-term and long-term planning, changing the schedule or replacing the aircraft, as well as possible ways to improve the model.

  7. Self-Assessment in Pharmacy and Health Science Education and Professional Practice

    Science.gov (United States)

    Rose, Renee L.; Ried, L. Douglas; Brazeau, Gayle

    2010-01-01

    Self-assessment is an important skill necessary for continued development of a health care professional from student pharmacist throughout their professional career. This paper reviews the literature on student and practitioner self-assessment and whether this skill can be improved upon. Although self-assessment appears to be a skill that can be improved, both students and professionals continue to have difficulty with accurate self-assessment. Experts' external assessment of students should remain the primary method of testing skills and knowledge until self-assessment strategies improve. While self-assessment is important to lifelong learning, external assessment is also important for practitioners' continuing professional development. PMID:20798800

  8. Guidelines for Self-assessment of Research Reactor Safety

    International Nuclear Information System (INIS)

    2018-01-01

    Self-assessment is an organization’s internal process to review its current status, processes and performance against predefined criteria and thereby to provide key elements for the organization’s continual development and improvement. Self-assessment helps the organization to think through what it is expected to do, how it is performing in relation to these expectations, and what it needs to do to improve performance, fulfil the expectations and achieve better compliance with the predefined criteria. This publication provides guidelines for a research reactor operating organization to perform a self-assessment of the safety management and the safety of the facility and to identify gaps between the current situation and the IAEA safety requirements for research reactors. These guidelines also provide a methodology for Member States, regulatory bodies and operating organizations to perform a self-assessment of their application of the provisions of the Code of Conduct on the Safety of Research Reactors. This publication also addresses planning, implementation and follow-up of actions to enhance safety and strengthen application of the Code. The guidelines are applicable to all types of research reactor and critical and subcritical assemblies, at all stages in their lifetimes, and to States, regulatory bodies and operating organizations throughout all phases of research reactor programmes. Research reactor operating organizations can use these guidelines at any time to support self-assessments conducted in accordance with the organization’s integrated management system. These guidelines also serve as a tool for an organization to prepare to receive an IAEA Integrated Safety Assessment of Research Reactors (INSARR) mission. An important result of this is the opportunity for an operating organization to identify focus areas and make safety improvements in advance of an INSARR mission, thereby increasing the effectiveness of the mission and efficiency of the

  9. MODERN METHODOLOGICAL TOOLS FOR STUDENTS’ LANGUAGE SKILLS SELF-ASSESSMENT

    Directory of Open Access Journals (Sweden)

    A. N. Astanina

    2017-01-01

    Full Text Available Introduction. Nowadays, the problem of standardization of foreign language training at the higher school is becoming currently topical. With regard to the processes of globalization, the international educational projects and students exchange programs gain greater international recognition. Such international programmes involve foreign language knowledge graded as not only high certified academic levels but also as basic language skills. The lack of foreign language competence becomes the obstacle for successful training, depriving a future graduate of a part of chances to become the competitive and popular expert in the chosen profession. The success of a foreign language course completion among students depends on many factors; the most important factor is motivation which can affect self-assessment of training results. The aim of the study is to describe possibilities of the CanDos tools implementation for the organization of students self-consciousness and self-assessment of own achievements in order to influence the motivation for mastering a foreign language.Methodology and research methods. The research is based on competencybased approach. The methods involve comparative analysis, synthesis, and generalization.Results and scientific novelty. The questionnaire developed for the experiment helped to collect the data concerning the effectiveness of the CanDos software implementation for self-assessment of students’ foreign language skills. The corresponding self-assessment helps students to carry out a self-reflection of own knowledge and abilities, and to find “weak points” in language proficiency which need additional practice and improvement. By regularly using CanDos software as self-assessment tools, students learn to identify the correspondence of their language competence to the external requirements and standards of education. Orientation to training results will help future experts to create self-motivation that positively

  10. Self-Assessment of Hearing and Purchase of Hearing Aids by Middle-Aged and Elderly Adults

    Directory of Open Access Journals (Sweden)

    Otavio, Andressa Colares da Costa

    2015-06-01

    Full Text Available Introduction Presbycusis is a consequence of aging. Prescription of hearing aids is part of the treatment, although the prevalence of use by elderly people is still small. Objective To verify whether or not self-assessment of hearing is a predictor for purchase of hearing aids. Methods Quantitative, cross-sectional, descriptive, and observational study. Participants were subjects who sought a private hearing center for selection of hearing aids. During the diagnostic interview, subjects answered the following question: “On a scale of 1 to 10, with 1 being the worst and 10 the best, how would you rate your overall hearing ability?” After that, subjects underwent audiometry, selected a hearing aid, performed a home trial, and decided whether or not to purchase the hearing aid. The variables were associated and analyzed statistically. Results The sample was comprised of 32 subjects, both men and women, with a higher number of women. Mean age was 71.41 ± 12.14 years. Self-assessment of hearing ranged from 2 to 9 points. Overall, 71.9% of the subjects purchased hearing aids. There was no association between scores in the self-assessment and the purchase of hearing aids (p = 0.263. Among those who scored between 2 and 5 points, 64.7% purchased the device; between 6 and 7 points, 76.09% purchased the device; and between 8 and 9 points, 50% purchased the device, respectively. Conclusion There is evidence that low self-assessment scores lead to the purchase of hearing aids, although no significant association was observed in the sample.

  11. eDrugCalc: an online self-assessment package to enhance medical students' drug dose calculation skills.

    Science.gov (United States)

    McQueen, Daniel S; Begg, Michael J; Maxwell, Simon R J

    2010-10-01

    Dose calculation errors can cause serious life-threatening clinical incidents. We designed eDrugCalc as an online self-assessment tool to develop and evaluate calculation skills among medical students. We undertook a prospective uncontrolled study involving 1727 medical students in years 1-5 at the University of Edinburgh. Students had continuous access to eDrugCalc and were encouraged to practise. Voluntary self-assessment was undertaken by answering the 20 questions on six occasions over 30 months. Questions remained fixed but numerical variables changed so each visit required a fresh calculation. Feedback was provided following each answer. Final-year students had a significantly higher mean score in test 6 compared with test 1 [16.6, 95% confidence interval (CI) 16.2, 17.0 vs. 12.6, 95% CI 11.9, 13.4; n= 173, P variable in all tests with 2.7% of final-year students scoring formative dose-calculation package and encouragement to develop their numeracy. Further research is required to establish whether eDrugCalc reduces calculation errors made in clinical practice. © 2010 The Authors. British Journal of Clinical Pharmacology © 2010 The British Pharmacological Society.

  12. The influence of question design on the response to self-assessment in www.elearnSCI.org

    DEFF Research Database (Denmark)

    Liu, N; Li, X-W; Zhou, M-W

    2015-01-01

    STUDY DESIGN: This is an interventional training session. OBJECTIVE: The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. SETTING: The study was condu......STUDY DESIGN: This is an interventional training session. OBJECTIVE: The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. SETTING: The study...... was conducted in a teaching hospital affiliated to Peking University, China. METHODS: In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI...... be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org....

  13. Task assignment and coaching

    NARCIS (Netherlands)

    Dominguez-Martinez, S.

    2009-01-01

    An important task of a manager is to motivate her subordinates. One way in which a manager can give incentives to junior employees is through the assignment of tasks. How a manager allocates tasks in an organization, provides information to the junior employees about his ability. Without coaching

  14. A simplified questionnaire for self-assessment of hirsutism in population-based studies.

    Science.gov (United States)

    Gabrielli, Ligia; Aquino, Estela M L

    2015-04-01

    The measurement of excess body hair is not straightforward. As the modified Ferriman-Gallwey (mFG) score is unsuitable for self-assessment and requires specialist training, a short, self-administered questionnaire to identify hirsutism was constructed and validated for large-scale application, particularly targeting population-based studies. A validation study was conducted to assess a new hirsutism questionnaire. A total of 90 women aged 35-72 years who were enrolled in the Brazilian Longitudinal Study of Adult Health (ELSA-Brasil) were evaluated. A self-administered instrument containing four questions was designed to evaluate five body areas: upper lip, chin, chest, lower abdomen, and thighs with respect to the current distribution of body hair and that before 35 years of age. A score of 0-4 was attributed to each region based on drawings provided in the instrument. Test-retest reliability was evaluated by reformulating the initial questions. An independent medical examination was conducted to apply the gold standard, the mFG score. The area under the receiver operating characteristic curve was 0.93 (95% CI: 0.87-0.99). A cut-off score of 5 showed the best balance between sensitivity (85%) and specificity (90%), with 88.9% accuracy. Spearman's correlation between current and past body hair score was calculated at 0.82 (P=0.000), and showed a test-retest reliability of 0.49, with a trend toward similar answers regarding changes in the quantity of body hair over time, irrespective of how the questions were asked (P=0.000). The accuracy and internal consistency of this self-administered questionnaire for the identification of hirsutism were good. Therefore, this questionnaire represents a useful tool for self-assessment of hirsutism in population-based studies. © 2015 European Society of Endocrinology.

  15. Self-assessment on nuclear power plants operational experience feedback process

    International Nuclear Information System (INIS)

    Li Hongtao; Ding Ying

    2005-01-01

    This paper introduces the purpose and function of self-assessment conducted by the responsible organizations of nuclear power plants, and describes the methods and requirements of self-assessment on operational experience feedback process to give a example. (authors)

  16. Self-assessment and readiness for change in dysphonic patients.

    Science.gov (United States)

    Lopes, Leonardo Wanderley; Vilela, Eveline Gonçalves

    2016-07-04

    To examine whether there is an association between vocal self-assessment and readiness for change in dysphonic patients. 151 patients with vocal complaints and diagnosis of dysphonia, between 18 and 65 years of age, 47 men and 104 women treated at the voice clinic of a public institution participated in the study. Four self-assessment instruments were applied, including the Voice-Related Quality of Life (V-RQOL), the Voice Handicap Index (VHI) and the Voice Symptom Scale (VoiSS), and the use of URICA-VOICE instrument to verify the patients stage of readiness for change. All instruments were applied immediately before the start of vocal therapy. The variables were correlated and compared using inferential statistics. Most patients were in the contemplation stage (76.2%, n = 115), 22 (14.6%) were in the pre-contemplation stage and 14 (9.3%) in the action stage. There was a negative correlation between the score in URICA-VOICE and the socio-emotional domain and total score V-RQOL. There was a positive correlation between the score URICA-VOICE and full social, emotional and functional VHI, as well as between the score URICA-VOICE and full fields, limitation and emotional VoiSS. Only the social-emotional domain V-RQOL and emotional in VoiSS values showed statistically significant differences between the motivational stages. There is association between vocal self-assessment and readiness for change in dysphonic patients. Patients with major impact on quality of life in voice in V-RQOL and higher frequency of vocal symptoms mentioned in the VoiSS show greater readiness for change.

  17. Self-assessment as an approach to improvement of efficient implementation of Ukrainian NPP operational experience

    International Nuclear Information System (INIS)

    Pecheritsya, L.M.; Lyigots'kij, O.Yi.; Pecheritsya, O.V.; Tarasenko, V.M.

    2012-01-01

    the paper contains a brief description of the procedure for implementation of operational experience, focuses on the role of self -assessment in efficient use of operational experience, presents a review of international and national practices of self-assessment and review of the main features, issues and ways to improve self-assessment of efficient use of operational experience in Ukraine

  18. Self-Assessment Quiz Taking Behaviour Analysis in an Online Course

    Science.gov (United States)

    Ozarslan, Yasin; Ozan, Ozlem

    2016-01-01

    Self-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners' self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking…

  19. I Can Assess Myself: Singaporean Primary Students' and Teachers' Perceptions of Students' Self-Assessment Ability

    Science.gov (United States)

    Wong, Hwei Ming

    2016-01-01

    Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students' self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen…

  20. Validity of self-assessment of pubertal maturation

    DEFF Research Database (Denmark)

    Rasmussen, Anna; Wohlfahrt-Veje, Christine; Tefre de Renzy-Martin, Katrine

    2015-01-01

    BACKGROUND AND OBJECTIVES: Studies of adolescents often use self-assessment of pubertal maturation, the reliability of which has shown conflicting results. We aimed to examine the reliability of child and parent assessments of healthy boys and girls. METHODS: A total of 898 children (418 girls, 480...... overestimated older than their peers who made correct assessments. Girls and their parents tended to underestimate, whereas boys overestimated their pubertal stage. CONCLUSIONS: Pubertal assessment by the child or the parents is not a reliable measure of exact pubertal staging and should be augmented...

  1. Incorrect Weighting of Absolute Performance in Self-Assessment

    Science.gov (United States)

    Jeffrey, Scott A.; Cozzarin, Brian

    Students spend much of their life in an attempt to assess their aptitude for numerous tasks. For example, they expend a great deal of effort to determine their academic standing given a distribution of grades. This research finds that students use their absolute performance, or percentage correct as a yardstick for their self-assessment, even when relative standing is much more informative. An experiment shows that this reliance on absolute performance for self-evaluation causes a misallocation of time and financial resources. Reasons for this inappropriate responsiveness to absolute performance are explored.

  2. Optimization of Control Self Assessment Application to Minimize Fraud

    Directory of Open Access Journals (Sweden)

    Wendy Endrianto

    2016-05-01

    Full Text Available This article discussed a method that can be done by a company to minimize fraud action by applying Control Self Assessment (CSA. The study was conducted by studying literature on the topics discussed that were presented descriptively in a systematic manner through the review one by one from the initial problem to solve the problem. It can be concluded that CSA is one form of auditing practices that emphasizes anticipatory action (preventive of the act of detection (detective that the concept of modern internal audit which is carried more precise in application. It is one alternative that is most efficient and effective in reducing fraud.

  3. Proposing an Environmental Excellence Self-Assessment Model

    DEFF Research Database (Denmark)

    Meulengracht Jensen, Peter; Johansen, John; Wæhrens, Brian Vejrum

    2013-01-01

    that the EEA model can be used in global organizations to differentiate environmental efforts depending on the maturity stage of the individual sites. Furthermore, the model can be used to support the decision-making process regarding when organizations should embark on more complex environmental efforts......This paper presents an Environmental Excellence Self-Assessment (EEA) model based on the structure of the European Foundation of Quality Management Business Excellence Framework. Four theoretical scenarios for deploying the model are presented as well as managerial implications, suggesting...

  4. Personnel dose assignment practices

    International Nuclear Information System (INIS)

    Fix, J.J.

    1993-04-01

    Implementation of DOE N 5480.6 Radiological Control Manual Article 511(3) requirements, to minimize the assignment of personnel dosimeters, should be done only under a broader context ensuring that capabilities are in place to monitor and record personnel exposure both for compliance and for potential litigation. As noted in NCRP Report No. 114, personnel dosimetry programs are conducted to meet four major objectives: radiation safety program control and evaluation; regulatory compliance; epidemiological research; and litigation. A change to Article 511(3) is proposed that would require that minimizing the assignment of personnel dosimeters take place only following full evaluation of overall capabilities (e.g., access control, area dosimetry, etc.) to meet the NCRP objectives

  5. Scaffolding students’ assignments

    DEFF Research Database (Denmark)

    Slot, Marie Falkesgaard

    2013-01-01

    This article discusses scaffolding in typical student assignments in mother tongue learning materials in upper secondary education in Denmark and the United Kingdom. It has been determined that assignments do not have sufficient scaffolding end features to help pupils understand concepts and build...... objects. The article presents the results of empirical research on tasks given in Danish and British learning materials. This work is based on a further development of my PhD thesis: “Learning materials in the subject of Danish” (Slot 2010). The main focus is how cognitive models (and subsidiary explicit...... learning goals) can help students structure their argumentative and communica-tive learning processes, and how various multimodal representations can give more open-ended learning possibilities for collaboration. The article presents a short introduction of the skills for 21st century learning and defines...

  6. Task assignment and coaching

    OpenAIRE

    Dominguez-Martinez, S.

    2009-01-01

    An important task of a manager is to motivate her subordinates. One way in which a manager can give incentives to junior employees is through the assignment of tasks. How a manager allocates tasks in an organization, provides information to the junior employees about his ability. Without coaching from a manager, the junior employee only has information about his past performance. Based on his past performance, a talented junior who has performed a difficult task sometimes decides to leave the...

  7. Assignment of uncertainties to scientific data

    International Nuclear Information System (INIS)

    Froehner, F.H.

    1994-01-01

    Long-standing problems of uncertainty assignment to scientific data came into a sharp focus in recent years when uncertainty information ('covariance files') had to be added to application-oriented large libraries of evaluated nuclear data such as ENDF and JEF. Question arouse about the best way to express uncertainties, the meaning of statistical and systematic errors, the origin of correlation and construction of covariance matrices, the combination of uncertain data from different sources, the general usefulness of results that are strictly valid only for Gaussian or only for linear statistical models, etc. Conventional statistical theory is often unable to give unambiguous answers, and tends to fail when statistics is bad so that prior information becomes crucial. Modern probability theory, on the other hand, incorporating decision information becomes group-theoretic results, is shown to provide straight and unique answers to such questions, and to deal easily with prior information and small samples. (author). 10 refs

  8. The handy astronomy answer book

    CERN Document Server

    Liu, PhD, Charles

    2013-01-01

    From planetary movements and the exploration of our solar system to black holes and dark matter, this comprehensive reference simplifies all aspects of astronomy with an approachable question-and-answer format. With chapters broken into various astronomical studies—including the universe, galaxies, planets, and space exploration—this fully updated resource is an ideal companion for students, teachers, and amateur astronomers, answering more than 1,000 questions, such as Is the universe infinite? What would happen to you if you fell onto a black hole? What are the basic concepts of Einstein's special theory of relativity? and Who was the first person in space?.

  9. Multiple-Choice and Short-Answer Exam Performance in a College Classroom

    Science.gov (United States)

    Funk, Steven C.; Dickson, K. Laurie

    2011-01-01

    The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

  10. Evaluating Student Self-Assessment through Video-Recorded Patient Simulations.

    Science.gov (United States)

    Sanderson, Tammy R; Kearney, Rachel C; Kissell, Denise; Salisbury, Jessica

    2016-08-01

    The purpose of this pilot study was to determine if the use of a video-recorded clinical session affects the accuracy of dental hygiene student self-assessment and dental hygiene instructor feedback. A repeated measures experiment was conducted. The use of the ODU 11/12 explorer was taught to students and participating faculty through video and demonstration. Students then demonstrated activation of the explorer on a student partner using the same technique. While faculty completed the student assessment in real time, the sessions were video recorded. After completing the activation of the explorer, students and faculty completed an assessment of the student's performance using a rubric. A week later, both students and faculty viewed the video of the clinical skill performance and reassessed the student's performance using the same rubric. The student videos were randomly assigned a number, so faculty reassessed the performance without access to the student's identity or the score that was initially given. Twenty-eight students and 4 pre-clinical faculty completed the study. Students' average score was 4.68±1.16 on the first assessment and slightly higher 4.89±1.45 when reviewed by video. Faculty average scores were 5.07±2.13 at the first assessment and 4.79±2.54 on the second assessment with the video. No significant differences were found between the differences in overall scores, there was a significant difference in the scores of the grading criteria compared to the expert assessment scores (p=0.0001). This pilot study shows that calibration and assessment without bias in education is a challenge. Analyzing and incorporating new techniques can result in more exact assessment of student performance and self-assessment. Copyright © 2016 The American Dental Hygienists’ Association.

  11. Establishing Self-Assessment Mechanisms and Capacities (INIR Approach)

    International Nuclear Information System (INIS)

    2010-08-01

    The Regional National Nuclear Power Infrastructure Evaluation Workshop on Establishing Self-Assessment Mechanisms and Capacities (INIR Approach) Covers Milestones 1 and 2, which can be carried out at any point to review progress and addresses each of the 19 infrastructure issues. For each condition, identifies the evidence that will show it has been met and Seek to avoid duplication as much as possible. The following elements should be contained in an Evaluation Report, as a minimum: Identification of the “Evaluators' Team” by position/role; Identification of the “Team of Respondents”; A description of the process used to conduct the evaluation; Lists of the evidence reviewed and further actions required; Summary of conclusions giving the status of achievement of each condition; References to any relevant material used for conducting the evaluation and Confidentiality requirements. Main Steps for a Complete Self-Assessment include- Organization and management, Evaluate the status of development of the infrastructure against the basis listed in the Roadmap / White Paper / Milestone Document, Identify synergies between all Organizations involved, Identify areas needing further attention, Preparing an action plan to address these areas and If needed, identify IAEA / Multilateral / Bilateral supports. Evaluation steps include Determine the scope and terms of reference, strongly recommended that all 19 issues are covered, Identify the organizations to be involved, the individuals who will conduct the evaluation; Evaluate the status of the infrastructure against the basis listed

  12. Benchmarking: A tool for conducting self-assessment

    International Nuclear Information System (INIS)

    Perkey, D.N.

    1992-01-01

    There is more information on nuclear plant performance available than can reasonably be assimilated and used effectively by plant management or personnel responsible for self-assessment. Also, it is becoming increasingly more important that an effective self-assessment program uses internal parameters not only to evaluate performance, but to incorporate lessons learned from other plants. Because of the quantity of information available, it is important to focus efforts and resources in areas where safety or performance is a concern and where the most improvement can be realized. One of the techniques that is being used to effectively accomplish this is benchmarking. Benchmarking involves the use of various sources of information to self-identify a plant's strengths and weaknesses, identify which plants are strong performers in specific areas, evaluate what makes a top performer, and incorporate the success factors into existing programs. The formality with which benchmarking is being implemented varies widely depending on the objective. It can be as simple as looking at a single indicator, such as systematic assessment of licensee performance (SALP) in engineering and technical support, then surveying the top performers with specific questions. However, a more comprehensive approach may include the performance of a detailed benchmarking study. Both operational and economic indicators may be used in this type of evaluation. Some of the indicators that may be considered and the limitations of each are discussed

  13. What Can the Answer be?

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 5. What Can the Answer be? Reciprocal Basis in Two Dimensions and Other Nice Things. V Balakrishnan. Series Article Volume 2 Issue 5 May 1997 pp ... Author Affiliations. V Balakrishnan1. Indian Institute of Technology, Chennai 600 036, India ...

  14. What can the Answer be?

    Indian Academy of Sciences (India)

    lems is to ask what the answer could possibly be, under the constraints of the given problem. In the first part of this series, this approach is il- lustrated with some examples from elementary vector analysis. Scientific problems are very often first solved by a com- bination of analogy, educated guesswork and elimination.

  15. Self-Assessment of Vocabulary and Relevant Language Skills for Evaluation Purposes

    Directory of Open Access Journals (Sweden)

    Violeta Janulevičienė

    2011-04-01

    Full Text Available Learner self-assessment of linguistic performance has been lately used due to its potential to activate the process of learning. Self-assessment raises learner awareness of language use and leads to developing learner responsibility and autonomy. However, usefulness of self-assessment for evaluation purposes has been scarcely researched. This paper examines some aspects of learners’ self-assessment for evaluation purposes at tertiary level. Research focuses on self-assessment of English for Specific Purposes (ESP vocabulary and some language skills relevant for vocabulary retention. Data on learner self-assessment are compared to actual results in tests. The analysis provided points to importance of self-evaluation in language acquisition and suggests practical implications of self-assessment for evaluation.

  16. Accuracy of young male drivers’ self-assessments of driving skill

    DEFF Research Database (Denmark)

    Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo

    2017-01-01

    Accurate self-assessment of skill is important because it creates an appropriate level of confidence and hence behaviour. Inaccurate self-assessment of driving ability has been linked to reckless driving and accidents. Inaccurate self-assessment of driving skills may be a contributing factor...... to the over-representation of young male drivers in accident statistics. Most previous research on self-assessment of driving skills did not compare self-reported skills to objectively measured driving skills, so the aims of this study were: (1) to test the accuracy of young male drivers’ self......-assessments of specific driving skills by comparing them with performance in a driving simulator; (2) to test whether self-assessment accuracy varied with driving skill, driving experience and sensation-seeking propensity. We found that young male drivers’ self-assessments were inconsistent with their driving performance...

  17. Assessing Self-Assessment: Can Age and Prior Literacy Attainment Predict the Accuracy of Children's Self-Assessments in Literacy?

    Science.gov (United States)

    Keane, Lainey; Griffin, Claire P.

    2018-01-01

    Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children's learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and…

  18. Question, answer, compare: a cross-category comparison of answers on question and answer websites

    Science.gov (United States)

    Ocepek, Melissa G.; Westbrook, Lynn

    2015-10-01

    Online information seekers make heavy use of websites that accept their natural language questions. This study compared the three types of such websites: social question and answer (Q&A), digital reference services, and ask-an-expert services. Questions reflecting daily life, research, and crisis situations were posed to high use websites of all three types. The resulting answers' characteristics were analyzed in terms of speed, transparency, formality, and intimacy. The results indicate that social Q&A websites excel in speed, ask-an-expert websites in intimacy, and digital reference services in transparency and formality.

  19. Prioritize Improvement Opportunities Identified In Self-Assessment Using Multi-Criteria Fuzzy Group Decision

    Directory of Open Access Journals (Sweden)

    Dr.Ghassem Faraj Pour

    2015-05-01

    Full Text Available ABSTRACT Efforts to improve the quality are one of the prerequisites for the success of individual companies and for the competitiveness of all whole companies. In the field of improvement and excellence business excellence models answer to the question that what the better organization is what goals and concepts they follow and according to what standards they behave. The EFQM excellence model can be transition from multiplicity to unity of different existing models. The most important approaches of these models are self-assessment and identifying improvement areas in an organization. On the other side organizations which are at lower level of total quality management will encounter so many areas to improve when using this model and implementing of self-improvement. Choosing the most important key problems are always the main challenges and because of resource constraints and strategic goals organizations have to prioritize identified improvement opportunities. This paper introduces a model for prioritizing and choosing the most significant improvement opportunities using the organization Business Excellence team members and because the analysis and decision making atmosphere for excellence team members is not generally complete with accurate information it seems using of fuzzy decision can be very helpful.

  20. Peer and Self-Assessment of Teamwork Collaboration Competencies

    DEFF Research Database (Denmark)

    Maribo, Peder

    2015-01-01

    The ability to collaborate in teams is a central learning objective in a course for students enrolled in the elective 6th semester Civil Engineering Program. Therefore, methods for project management and team collaboration were facilitated through a designated course. The teamwork collaboration...... competencies of each student are, however, very difficult to assess for external supervisors not being part of the team. As a consequence, a model for peer and self-assessment of this competence was included as a central part of the course assessment. Each team of 4 persons had a facilitated process of making...... an Agreement of Collaboration (AC) for the project, including listing of values, norms and rules defining their mutual understanding of good teamwork behavior. The AC was discussed with the supervisors and finally signed by each member of the team. At the completion of the project period each team member...

  1. Nuclear regulatory review of licensee self-assessment (LSA)

    International Nuclear Information System (INIS)

    2003-01-01

    Licensee self-assessment (LSA) by nuclear power plant operators is described as all the activities that a licensee performs in order to identify opportunities for improvements. An LSA is part of an organisation's holistic management system, which must include other process elements. Particularly important elements are: a process for choosing which identified potential improvements should be implemented and a process of project management for implementing the improvements chosen. Nuclear regulators expect the licensee to run an effective LSA programme, which reflects the licensee's 'priority to safety'. Based on contributions from members of the NEA Committee on Nuclear Regulatory Activities (CNRA), this publication provides an overview of the current regulatory philosophy on and approaches to LSA as performed by licensees. The publication's intended audience is primarily nuclear safety regulators, but government authorities, nuclear power plant operators and the general public may also be interested. (author)

  2. Instance-Based Question Answering

    Science.gov (United States)

    2006-12-01

    cluster-based query expan- sion, learning answering strategies, machine learning in NLP To my wife Monica Abstract During recent years, question...process is typically tedious and involves expertise in crafting and implement- ing these models (e.g. rule-based), utilizing NLP resources, and...questions. For languages that use capitalization (e.g. not Chinese or Arabic ) for named entities, IBQA can make use of NE classing (e.g. “Bob Marley

  3. Teachers’ Beliefs about Young EFL Learners’ Self-assessment: a Case Study of Macedonia

    Directory of Open Access Journals (Sweden)

    /Anžela Nikolovska

    2015-11-01

    Full Text Available The paper explores Macedonian primary EFL teachers’ attitudes, beliefs and practices regarding self-assessment of young learners (10-12 year-olds. The study surveyed primary EFL teachers (n=30 who teach English to 5th and 6th graders. The results indicated that vocabulary, grammar and reading were more often the focus of self-assessment tasks than the other areas of language learning. This, along with the finding that the receptive language skills were more frequently self-assessed than the productive skills has been attributed to the impact of the external exam. The most frequently used self-assessment techniques were can-do statements and check-lists. The perceived benefits and challenges of self-assessment have been found to be compatible with the findings of other studies. In spite of their positive attitudes towards learner self-assessment, the teachers expressed awareness of certain problems underlying its implementation as well as uncertainty about how to train learners to self-assess. In line with the conclusions, recommendations have been made regarding the need for greater emphasis on self-assessment of the neglected language areas (speaking and writing, the necessity of using a variety of self-assessment formats and the need for learner training in self-assessment from an early age.

  4. Self-assessment of social cognitive ability in individuals with schizophrenia: Appraising task difficulty and allocation of effort.

    Science.gov (United States)

    Cornacchio, Danielle; Pinkham, Amy E; Penn, David L; Harvey, Philip D

    2017-01-01

    Patients with severe mental illnesses manifest substantial deficits in self-assessment of the abilities that impact everyday functioning. This study compares patients with schizophrenia to healthy individuals on their social cognitive performance, their assessment of that performance, and the convergence between performance and indicators of effort in solving tasks. Patients with schizophrenia (n=57) and healthy controls (HC; n=47) completed the Bell-Lysaker Emotion Recognition Test (BLERT), a psychometrically sound assessment of emotion recognition. Participants rated their confidence in the accuracy of their responses after each item. Participants were instructed to respond as rapidly as possible without sacrificing accuracy; the time to complete each item was recorded. Patients with schizophrenia performed less accurately on the BLERT than HC. Both patients and HC were more confident on items that they correctly answered than for items with errors, with patients being less confident overall; there was no significant interaction for confidence between group and accuracy. HC demonstrated a more substantial adjustment of response time to task difficulty by taking considerably longer to solve items that they got wrong, whereas patients showed only a minimal adjustment. These results expand knowledge about both self-assessment of social cognitive performance and the ability to appraise difficulty and adjust effort to social cognitive task demands in patients with schizophrenia. Copyright © 2016 Elsevier B.V. All rights reserved.

  5. Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

    Directory of Open Access Journals (Sweden)

    Chi-Cheng Chang

    2014-04-01

    Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

  6. Job Assignments under Moral Hazard

    DEFF Research Database (Denmark)

    Koch, Alexander; Nafziger, Julia

    Inefficient job assignments are usually explained with incomplete information about employees' abilities or contractual imperfections. We show that inefficient assignments arise even without uncertainty about the employee's ability and with complete contracts. Building on this result we provide...

  7. Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study

    Science.gov (United States)

    Al-Kadri, Hanan M.; Al-Moamary, Mohamed S.; Al-Takroni, Habib; Roberts, Chris; van der Vleuten, Cees P. M.

    2012-01-01

    Background Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students’ and supervisors’ self-assessment and feedback training on students’ perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students’ study strategies within a community of clinical practice. Methods We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years’ assessment program. In the interviews, students’ perceptions and interpretations of ‘self-assessment practice’ and ‘supervisor-provided feedback’ within different contexts and the resulting study strategies were explored. Results The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. Conclusion This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students’ self-assessment is needed. PMID:22355241

  8. Self-assessment and students' study strategies in a community of clinical practice: a qualitative study.

    Science.gov (United States)

    Al-Kadri, Hanan M; Al-Moamary, Mohamed S; Al-Takroni, Habib; Roberts, Chris; van der Vleuten, Cees P M

    2012-01-01

    Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students' and supervisors' self-assessment and feedback training on students' perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students' study strategies within a community of clinical practice. We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years' assessment program. In the interviews, students' perceptions and interpretations of 'self-assessment practice' and 'supervisor-provided feedback' within different contexts and the resulting study strategies were explored. The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students' self-assessment is needed.

  9. Management self-assessment in construction phase of nuclear power station

    International Nuclear Information System (INIS)

    Shao Bixiu

    2004-01-01

    Management self-assessment is one of the quality management methods to achieve the organization's continuous improvement. Through the investigation of the methods, the author hopes to give guideline to the management at all levels involved in the construction of nuclear power station in the implementation of management self-assessment, and also to make the management self-assessment more normalized, systematical and effective

  10. Nuclear power: Questions and answers

    International Nuclear Information System (INIS)

    1988-01-01

    In 1988, the Uranium Institute, a London-based international association of industrial enterprises in the nuclear industry, published a report entitled The Safety of Nuclear Power Plants. Based on an assessment by an international group of senior nuclear experts from eight countries, the report provides an authoritative explanation, for non-specialists of the basic principles of reactor safety, their application, and their implications. Some questions and answers are selected from that report; they address only a few of the subjects that the report itself examines in greater detail

  11. Patient Self-Assessed Passive Range of Motion of the Knee Cannot Replace Health Professional Measurements

    DEFF Research Database (Denmark)

    Borgbjerg, Jens; Madsen, Frank; Odgaard, Anders

    2017-01-01

    The purpose of this study was to investigate whether patients can accurately self-assess their knee passive range of motion (PROM). A picture-based questionnaire for patient self-assessment of knee PROM was developed and posted to patients. The self-assessed PROM from 58 patients was compared...... (≥ 10-degree flexion contracture). Surgeon- and patient-assessed knee PROM showed a mean difference (95% limits of agreement) of -2.1 degrees (-42.5 to 38.3 degrees) for flexion and -8.1 degrees (-28.8 to 12.7 degrees) for extension. The sensitivity of patient self-assessed PROM in identifying knee...

  12. Comparison between young male drivers' self-assessed and objectively measured driving skills

    DEFF Research Database (Denmark)

    Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo

    2017-01-01

    Self-assessment of skills is a self-generated feedback process that contributes to confidence in one's skills. The higher one's self-assessed skills, the more likely one is to feel competent a particular domain thereby influencing the related behaviors. Drivers' self-assessed driving skills...... are not always accurate, which may cause serious problems such as underestimation of risk, reckless driving and accidents. Most previous research on self-assessment of driving skills did not compare self-reported skills to objectively measured driving skills, so the aim of this study was to test the accuracy...

  13. RHETORICAL STRUCTURE OF ARGUMENTATIVE ANSWER

    Directory of Open Access Journals (Sweden)

    Juliano Desiderato ANTONIO

    2014-12-01

    Full Text Available The aim of this paper is to describe the rhetorical structure of the argumentative answer genre in a corpus formed by 15 compositions of the winter vestibular of Universidade Estadual de Maringá. The instrument of analysis used in the investigation was RST (Rhetorical Structure Theory. The initial statement was considered the central unit of the argumentative answer. Most of the writers held evidence relation between the central unit (nucleus and the expansion (satellite. Evidence relation is interpersonal and the aim of the writers is to convince their addressees (in this case the compositions evaluation committee that their point is correct. Within the initial statement, the relation with higher frequency was contrast. Our hypothesis is that the selection of texts of the test influenced the applicants to present positive and negative aspects of the internet. In the higher level of the expansion text span, list is the most frequent relation because the applicants present various arguments with the same status. Contrast was the second relation with highest frequency in this same level. Our hypothesis is that the selection of texts of the test influenced the applicants to present positive and negative aspects of the internet as it happened in the initial statement. Within the 15 compositions, 12 had a conclusion. This part was considered a satellite of the span formed by the initial statement and its expansion. The relation held was homonymous.

  14. Self-assessment: Strategy for higher standards, consistency, and performance

    International Nuclear Information System (INIS)

    Ide, W.E.

    1996-01-01

    In late 1994, Palo Verde operations underwent a transformation from a unitized structure to a single functional unit. It was necessary to build consistency in watchstanding practices and create a shared mission. Because there was a lack of focus on actual plant operations and because personnel were deeply involved with administrative tasks, command and control of evolutions were weak. Improvement was needed. Consistent performance standards have been set for all three operating units. These expectation focus on nuclear, radiological, and industrial safety. Straightforward descriptions of watchstanding and monitoring practices have been provided to all department personnel. The desired professional and leadership qualities for employee conduct have been defined and communicated thoroughly. A healthy and competitive atmosphere developed with the successful implementation of these standards. Overall performance improved. The auxiliary operators demonstrated increased pride and ownership in the performance of their work activities. In addition, their morale improved. Crew teamwork improved as well as the quality of shift briefs. There was a decrease in the noise level and the administrative functions in the control room. The use of self-assessment helped to anchor and define higher and more consistent standards. The proof of Palo Verde's success was evident when an Institute of Nuclear Power Operations finding was turned into a strength within 1 yr

  15. International physical protection self-assessment tool for chemical facilities.

    Energy Technology Data Exchange (ETDEWEB)

    Tewell, Craig R.; Burdick, Brent A.; Stiles, Linda L.; Lindgren, Eric Richard

    2010-09-01

    This report is the final report for Laboratory Directed Research and Development (LDRD) Project No.130746, International Physical Protection Self-Assessment Tool for Chemical Facilities. The goal of the project was to develop an exportable, low-cost, computer-based risk assessment tool for small to medium size chemical facilities. The tool would assist facilities in improving their physical protection posture, while protecting their proprietary information. In FY2009, the project team proposed a comprehensive evaluation of safety and security regulations in the target geographical area, Southeast Asia. This approach was later modified and the team worked instead on developing a methodology for identifying potential targets at chemical facilities. Milestones proposed for FY2010 included characterizing the international/regional regulatory framework, finalizing the target identification and consequence analysis methodology, and developing, reviewing, and piloting the software tool. The project team accomplished the initial goal of developing potential target categories for chemical facilities; however, the additional milestones proposed for FY2010 were not pursued and the LDRD funding therefore was redirected.

  16. Hanford's self-assessment of the solid waste forecast process

    International Nuclear Information System (INIS)

    Hauth, J.; Skumanich, M.; Morgan, J.

    1996-01-01

    In fiscal year (FY) 1995 the forecast process used at Hanford to project future solid waste volumes was evaluated. Data on current and future solid waste generation are used by Hanford site planners to determine near-term and long-term planning needs. Generators who plan to ship their waste to Hanford's Solid Waste Program for treatment, storage, and disposal provide volume information on the types of waste that could be potentially generated, waste characteristics, and container types. Generators also provide limited radionuclide data and supporting assumptions. A self-assessment of the forecast process identified many effective working elements, including a well-established and systematic process for data collection, analysis and reporting; sufficient resources to obtain the necessary information; and dedicated support and analytic staff. Several areas for improvement were identified, including the need to improve confidence in the forecast data, integrate forecast data with other site-level and national data calls, enhance the electronic data collection system, and streamline the forecast process

  17. Self-assessment of human performance errors in nuclear operations

    International Nuclear Information System (INIS)

    Chambliss, K.V.

    1996-01-01

    One of the most important approaches to improving nuclear safety is to have an effective self-assessment process in place, whose cornerstone is the identification and improvement of human performance errors. Experience has shown that significant events usually have had precursors of human performance errors. If these precursors are left uncorrected or not understood, the symptoms recur and result in unanticipated events of greater safety significance. The Institute of Nuclear Power Operations (INPO) has been championing the cause of promoting excellence in human performance in the nuclear industry. INPO's report, open-quotes Excellence in Human Performance,close quotes emphasizes the importance of several factors that play a role in human performance. They include individual, supervisory, and organizational behaviors; real-time feedback that results in specific behavior to produce safe and reliable performance; and proactive measures that remove obstacles from excellent human performance. Zack Pate, chief executive officer and president of INPO, in his report, open-quotes The Control Room,close quotes provides an excellent discussion of serious events in the nuclear industry since 1994 and compares them with the results from a recent study by the National Transportation Safety Board of airline accidents in the 12-yr period from 1978 to 1990 to draw some common themes that relate to human performance issues in the control room

  18. Flexible Query Answering Systems 2006

    DEFF Research Database (Denmark)

    -computer interaction. The overall theme of the FQAS conferences is innovative query systems aimed at providing easy, flexible, and intuitive access to information. Such systems are intended to facilitate retrieval from information repositories such as databases, libraries, and the World-Wide Web. These repositories......This volume constitutes the proceedings of the Seventh International Conference on Flexible Query Answering Systems, FQAS 2006, held in Milan, Italy, on June 7--10, 2006. FQAS is the premier conference for researchers and practitioners concerned with the vital task of providing easy, flexible...... are typically equipped with standard query systems which are often inadequate, and the focus of FQAS is the development of query systems that are more expressive, informative, cooperative, and productive. These proceedings contain contributions from invited speakers and 53 original papers out of about 100...

  19. Research Designs and Methods in Self-Assessment Studies: A Content Analysis

    Science.gov (United States)

    Pastore, Serafina

    2017-01-01

    This paper focuses on self-assessment studies in the higher education field. In the assessment for learning perspective, self-assessment is related to reflection, metacognition, and self-regulation: all these aspects are considered as fundamental prerequisites for students' future professional development. Despite the recognition of…

  20. Effect of Peer and Self-Assessment on Male and Female Students ...

    African Journals Online (AJOL)

    ... and self assessment on the self-efficacy and students' learner autonomy in the learning of mathematics as well as determining the attitude of male and female students towards the use of peer and self assessment. The population was made of senior secondary three students (SS3) of a state public school in Osun State.

  1. Self-Assessment of Gerontology Teaching Practice: A First-Step in Enhancing Student Learning

    Science.gov (United States)

    VonDras, Dean D.

    2008-01-01

    This article discusses self-assessment of gerontology teaching practice. Through a process of self-reflection one may find insight into their teaching and, concomitantly, develop best-practices for enhancing student learning in gerontology. A self-assessment framework is presented, illuminating best-practices in the areas of the lecture-discussion…

  2. Self-Assessed Intelligence: Inter-Ethnic, Rural-Urban, and Sex Differences in Malaysia

    Science.gov (United States)

    Swami, Viren; Furnham, Adrian

    2010-01-01

    The present study examined inter-ethnic, rural-urban, and sex differences in self-assessed intelligence (SAI) in a Malaysian general population sample. In total, 633 individuals varying in rural or urban location, ethnicity (Malay, Kadazan, and Bajau), and sex (women versus men) provided their self-assessed overall intelligence and ten multiple…

  3. Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students

    Science.gov (United States)

    Nielsen, Jacob; Majgaard, Gunver; Sørensen, Erik

    2013-01-01

    How can student self-assessment be used as a tool and become beneficial for both lecturers and students? We used a simple self-assessment tool for pre- and post-testing on a first-semester engineering course. The students graded their knowledge on human-computer interaction based on their ability to understand and explain specific concepts. The…

  4. 78 FR 33894 - Proposed Information Collection (Open Burn Pit Registry Airborne Hazard Self-Assessment...

    Science.gov (United States)

    2013-06-05

    ... chemicals and fumes caused by open burn pits. DATES: Written comments and recommendations on the proposed... to ``OMB Control No. 2900-NEW, Open Burn Pit Registry Airborne Hazard Self-Assessment Questionnaire.... Title: Open Burn Pit Registry Airborne Hazard Self-Assessment Questionnaire, VA Form 10-10066. OMB...

  5. Boosting Vocabulary Learning through Self-Assessment in an English Language Teaching Context

    Science.gov (United States)

    Duque Micán, Adriana; Cuesta Medina, Liliana

    2017-01-01

    This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and…

  6. The Implementation of Self-Assessment in Writing Class: A Case Study at STBA LIA Jakarta

    Science.gov (United States)

    Purwanti, Theresia Tuti

    2015-01-01

    Self-assessment has become a means of realizing the goals of learner-centered education. It is conducted to help students grow to be independent learners. With regard to this point, this case study is aimed at investigating the implementation of the self-assessment as a learning tool in writing class. Its purpose is to examine students' reactions…

  7. Accuracy in Student Self-Assessment: Directions and Cautions for Research

    Science.gov (United States)

    Brown, Gavin T. L.; Andrade, Heidi L.; Chen, Fei

    2015-01-01

    Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the…

  8. Summative Self-Assessment in Higher Education: Implications of Its Counting towards the Final Mark

    Science.gov (United States)

    Tejeiro, Ricardo A.; Gomez-Vallecillo, Jorge L.; Romero, Antonio F.; Pelegrina, Manuel; Wallace, Agustin; Emberley, Enrique

    2012-01-01

    Introduction: Our study aims at assessing the validity of summative criteria-referenced self-assessment in higher education, and in particular, if that validity varies when the professor counts self-assessment toward the final mark. Method: One hundred and twenty-two first year students from two groups in Teacher Education at the Universidad de…

  9. A Review of (Elementary) School Self-Assessment Processes: Ontario and Beyond

    Science.gov (United States)

    Ryan, Thomas G.; Telfer, Leslie

    2011-01-01

    This review draws attention to issues related to school self-assessment. This process has been similarly implemented in a variety of jurisdictions globally in the past decade hence their inclusion herein as an attempt to understand the school self-assessment process which has also been developed for use in local Ontario (Canadian) elementary…

  10. Investigating the Effect of Using Self-Assessment on Iranian EFL Learners' Writing

    Science.gov (United States)

    Heidarian, Nakisa

    2016-01-01

    This study investigated the effect of using self-assessment on Iranian EFL learners' writing. The purpose of this study was to demonstrate whether using of self-assessment as an assessment method was influential in developing learners' English writing performance generally writing processes specifically. The participants of this study consisted of…

  11. Self-assessment in an open online environment: affordances and practices

    NARCIS (Netherlands)

    Firssova, Olga; Brouns, Francis; Joosten-ten Brinke, Desirée

    2018-01-01

    In MOOCs both designed and emerging self-assessments depend on available technologies and their affordances. Learners determine, however, whether these technologies are used as intended, to what extent and to what effect. Stud-ying MOOC self-assessment practice can help understand the mechanisms

  12. Situating Power Potentials and Dynamics of Learners and Tutors within Self-Assessment Models

    Science.gov (United States)

    Taras, Maddalena

    2016-01-01

    Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and…

  13. Self-assessment in laparoscopic surgical skills training : Is it reliable?

    NARCIS (Netherlands)

    Ganni, S.; Chmarra, M.K.; Goossens, R.H.M.; Jakimowicz, J.J.

    2017-01-01

    Background: The concept of self-assessment has been widely acclaimed for its role in the professional development cycle and self-regulation. In the field of medical education, self-assessment has been most used to evaluate the cognitive knowledge of students. The complexity of training and

  14. Self-Oriented Perfectionism and Self-Assessment as Predictors of Adolescents? Subjective Well-Being

    Science.gov (United States)

    Çelik, Eyüp

    2014-01-01

    The aim of the present study is to examine whether subjective well-being is predicted by self-oriented perfectionism and self-assessment. The self-oriented perfectionism scale, self-assessment scale and subjective well-being scale (SWB) were administrated to a sample of voluntary 272 eight-grade students from three secondary schools in Sultangazi,…

  15. Reviewing the Self-Assessment of Governing Body Performance in Colleges and Schools in England

    Science.gov (United States)

    Hill, Ron; James, Ian

    2016-01-01

    This study considers the rhetoric and practice of self-assessment by governing bodies of schools and colleges. The context expects governing bodies to reflect on their performance and this is supported by theoretical approaches to self-assessment of "boards". However, there are both general notes of caution and interview evidence of the…

  16. Employing Self-Assessment, Journaling, and Peer Sharing to Enhance Learning from an Online Course

    Science.gov (United States)

    Hwang, Wu-Yuin; Hsu, Jung-Lung; Shadiev, Rustam; Chang, Chia-Ling; Huang, Yueh-Min

    2015-01-01

    This study explored the use of self-assessments, journaling, and peer sharing in an online computer programming course. We conducted an experiment using a pretest-intervention-posttest design in which 64 undergraduate first-year students participated. We aimed to investigate whether self-assessment, journaling, and peer sharing can facilitate…

  17. What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

    Science.gov (United States)

    Österholm, Magnus

    2015-01-01

    The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

  18. Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

    Science.gov (United States)

    Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

    2015-01-01

    The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

  19. Self-assessment and students' study strategies in a community of clinical practice: a qualitative study.

    NARCIS (Netherlands)

    Al-Kadri, H.M.; Al-Moamary, M.S.; Al-Takroni, H.; Roberts, C.; Vleuten, C.P.M. van der

    2012-01-01

    BACKGROUND: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students' and supervisors' self-assessment and feedback training on students' perceptions and practices of

  20. Self-Assessment of Employability Skill Outcomes among Undergraduates and Alignment with Academic Ratings

    Science.gov (United States)

    Jackson, Denise

    2014-01-01

    Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in…

  1. Imaging popliteal artery disease in young adults with claudication: self-assessment module.

    Science.gov (United States)

    Chew, Felix S; Bui-Mansfield, Liem T

    2007-09-01

    The educational objectives of this self-assessment module on imaging popliteal artery disease in young adults with intermittent claudication are for the participant to exercise, self-assess, and improve his or her knowledge of the imaging and clinical features of popliteal artery entrapment syndrome, cystic adventitial disease,and masses associated with popliteal artery obstruction.

  2. Self-assessment report for fiscal year 1995. Contract 98, Appendix F

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-12-31

    This report summarizes the FY 1995 self-assessment of the Lawrence Berkeley National Laboratory. The report is divided into administrative and operational support functions as set forth in the University`s contract with the Department of Energy; functional self-assessments; and independent evaluations.

  3. Operator involvement in plant decision making and self-assessment

    International Nuclear Information System (INIS)

    Dugwyler, R.L.

    1993-04-01

    The Fast Flux Test Facility has a history of innovation that goes beyond mere compliance with DOE Conduct of Operations. This innovation fosters excellence at all levels of daily operations. Consistent operator input into management decision making and self-assessment has helped to produce an Operations staff that is proud and professional. A group of operators drafted the Fast Flux Test Facility Operations Professional Code, which serves as a benchmark for excellence. Operator committees have proposed changes as varied as the twelve hour rotating shift schedule, a streamlined reactor operator qualification program and an improved new hire training process. The changes succeeded because they had widespread operator acceptance. Similar committees have initiated staffing and qualification changes to help Operations cope with transforming the plant from an operating to a standby status. Standing committees such as the Operations Review Team (1985 to 1988) and the Operations Performance Enhancement Committee (1990 to present) have provided operators with an independent review of root causes and corrective actions to events. This occurs both for in-plant and other DOE facility events, through a Lessons Learned Program. The committees have also had open-quotes management's earclose quotes regarding suggestions for improving safety, efficiency and operator performance. As the Fast Flux Test Facility goes from an operating plant to a plant in standby, one of the primary changes will be to maintain operator interest in continual improvement. The Operations Performance Enhancement Committee can assist in this pursuit -- a pursuit of excellence. The purpose of this paper is to relate the successes of operator involvement at the Fast Flux Test Facility from the viewpoint of an Operations Engineer

  4. THE ABILITY OF SELF-ASSESSMENT STUDY HABITS

    Directory of Open Access Journals (Sweden)

    Diana Lizbeth Alonzo Rivera

    2018-01-01

    Full Text Available Revista Varela, ISSN: 1810 -3413 RNPS: 2 038 Vol. ( 18, No. ( 49, art (06, pp. ( 69- 81, enero -abril , 2018 Universidad Central "Marta Abreu" de Las Villas, Carretera a Camajuani km 5,5. Santa Clara, Villa Clara, Cuba. CP 54830 http://revistavarela.uclv.edu.cu , revistavarela@uclv.cu Recibido: 15 de sept de 2017 Aprobado: 11 de dic de 2017 70 concentración. El desarrollo de la habilidad de autoevaluación permite el involucramiento del estudiante en su proceso educativo y lo hace copartícipe de su aprendizaje. ABSTRACT One of the problems facing students in b achelor's degree is the use of methods and techniques of inappropriate study, which repeat constantly during the performance of their academic duties, constitute a bad habit in their way of dealing with learning situations. Promote the development of the ability to study habits self -assessment allows students to reflect on issues that must be correct to develop an appropriate study method, involves a commitment and responsibility that the student has to purchase to develop their autonomy in the learning process. The identification of study habits that favor the process of knowledge acquisition is a skill needed for academic success. This paper shows resu lts of the practice of this skill, during three years with students from the bachelor's degree in B iology from a M exican university. The aspects of study habits that have worked on an ongoing basis are: distribution of time, reading, physiological condition and concentration. The development of self -evaluation ability allows the involvement of students in their educational process and your learning partner does.

  5. Question Answering for Dutch : Simple does it

    NARCIS (Netherlands)

    Hoekstra, A.H.; Hiemstra, Djoerd; van der Vet, P.E.; Huibers, Theo W.C.; Schobbens, Pierre-Yves; Vanhoof, Wim; Schwanen, Gabriel

    2006-01-01

    When people pose questions in natural language to search for information on the web, the role of question answering (QA) systems becomes important. In this paper the QAsystem simpleQA, capable of answering Dutch questions on which the answer is a person or a location, is described. The system's

  6. 31 CFR 10.64 - Answer; default.

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Answer; default. 10.64 Section 10.64... SERVICE Rules Applicable to Disciplinary Proceedings § 10.64 Answer; default. (a) Filing. The respondent's... need be adduced at a hearing. (d) Default. Failure to file an answer within the time prescribed (or...

  7. Mobile Information Access with Spoken Query Answering

    DEFF Research Database (Denmark)

    Brøndsted, Tom; Larsen, Henrik Legind; Larsen, Lars Bo

    2006-01-01

    window focused over the part which most likely contains an answer to the query. The two systems are integrated into a full spoken query answering system. The prototype can answer queries and questions within the chosen football (soccer) test domain, but the system has the flexibility for being ported...

  8. 6 CFR 13.9 - Answer.

    Science.gov (United States)

    2010-01-01

    ... 6 Domestic Security 1 2010-01-01 2010-01-01 false Answer. 13.9 Section 13.9 Domestic Security DEPARTMENT OF HOMELAND SECURITY, OFFICE OF THE SECRETARY PROGRAM FRAUD CIVIL REMEDIES § 13.9 Answer. (a) The Defendant may request a hearing by serving an answer on the Reviewing Official within 30 days of service of...

  9. Respiratory therapists and critical-thinking behaviors: a self-assessment.

    Science.gov (United States)

    Goodfellow, L T

    2001-01-01

    The purpose of this study was to assess critical-thinking behaviors of respiratory therapists through self-report. Using a quantitative survey research method, respiratory therapists rated themselves on seven critical thinking skills. The effects of personal variables on the self-assessments were also investigated. The respiratory therapists self-assessed their critical-thinking behaviors highest in the categories of prioritizing, troubleshooting, and communicating. Anticipating was self-assessed as the lowest-ranked critical-thinking behavior. Age and educational level were found to have no effect on the self-assessed behaviors, while years of experience in respiratory care and gender were found to affect self-assessed troubleshooting, decision making, and anticipating. The results of this study suggest that educators and clinicians should consider learning strategies that incorporate the use of experience when targeting novice practitioners.

  10. What are the effects of self-assessment preparation in a middle school science classroom?

    Science.gov (United States)

    Severance, Sara E.

    2012-02-01

    This research was conducted by an urban middle school science teacher who sought to investigate the effects of self-assessment on student performance. A group of students were asked to give themselves a score on each learning target assessed in class and to provide evidence for their decision. Student self-assessment scores were compared to scores given by the teacher to see if students who accurately assessed their own learning scored higher on final assessments than students who did not. Assessment scores between groups of students who completed the self-assessment preparation and students who did not were also analyzed. The data indicates no correlation between the ability to self-assess and achievement. However, further implications on self-assessment at the secondary level are discussed.

  11. HOW TO ANSWER CHILDREN QUESTIONS

    Directory of Open Access Journals (Sweden)

    O. Brenifier

    2016-01-01

    Full Text Available The aim of the investigation is to disclose the possible philosophicalconversation with the child.Methods. The author uses general scientific research methods, including observation and interviews, philosophical analysis.Results and scientific novelty. The author reveals the essence of philosophical conversations with the child, calls the main reasons for the extinction of the children’s curiosity, illustrating examples of incorrect behavior of adults to communicate with children. It is recommended how to be responsible for children’s issues. The article discusses the main reasons for the extinction of the children’s curiosity by illustrating examples of an erroneous behaviour of adults in dealing with children. It is shown that if the teacher does not find a systematic way to engage children in the essential discussion, the children most likely will not learn how to contemplate seriously. The author gives detailed guidance how to answer children’s questions.Practical significance. The article may be of interest to parents, teachers, experts in the field of psychology of creativity, post-graduates and organizers of independent activity of students of higher education institutions.

  12. Answering Key Fuel Cycle Questions

    International Nuclear Information System (INIS)

    Piet, S.J.; Dixon, B.W.; Bennett, R.G.; Smith, J.D.; Hill, R.N.

    2004-01-01

    Given the range of fuel cycle goals and criteria, and the wide range of fuel cycle options, how can the set of options eventually be narrowed in a transparent and justifiable fashion? It is impractical to develop all options. We suggest an approach that starts by considering a range of goals for the Advanced Fuel Cycle Initiative (AFCI) and then posits seven questions, such as whether Cs and Sr isotopes should be separated from spent fuel and, if so, what should be done with them. For each question, we consider which of the goals may be relevant to eventually providing answers. The AFCI program has both ''outcome'' and ''process'' goals because it must address both waste already accumulating as well as completing the fuel cycle in connection with advanced nuclear power plant concepts. The outcome objectives are waste geologic repository capacity and cost, energy security and sustainability, proliferation resistance, fuel cycle economics, and safety. The process objectives are rea diness to proceed and adaptability and robustness in the face of uncertainties

  13. Protein Electrochemistry: Questions and Answers.

    Science.gov (United States)

    Fourmond, V; Léger, C

    This chapter presents the fundamentals of electrochemistry in the context of protein electrochemistry. We discuss redox proteins and enzymes that are not photoactive. Of course, the principles described herein also apply to photobioelectrochemistry, as discussed in later chapters of this book. Depending on which experiment is considered, electron transfer between proteins and electrodes can be either direct or mediated, and achieved in a variety of configurations: with the protein and/or the mediator free to diffuse in solution, immobilized in a thick, hydrated film, or adsorbed as a sub-monolayer on the electrode. The experiments can be performed with the goal to study the protein or to use it. Here emphasis is on mechanistic studies, which are easier in the configuration where the protein is adsorbed and electron transfer is direct, but we also explain the interpretation of signals obtained when diffusion processes affect the response.This chapter is organized as a series of responses to questions. Questions 1-5 are related to the basics of electrochemistry: what does "potential" or "current" mean, what does an electrochemical set-up look like? Questions 6-9 are related to the distinction between adsorbed and diffusive redox species. The answers to questions 10-13 explain the interpretation of slow and fast scan voltammetry with redox proteins. Questions 14-19 deal with catalytic electrochemistry, when the protein studied is actually an enzyme. Questions 20, 21 and 22 are general.

  14. Efficacy of applying self-assessment of larviciding operation, Chabahar, Iran

    Science.gov (United States)

    2012-01-01

    Background Appropriate supervision, along with availability of an effective system for monitoring and evaluation, is a crucial requirement to guarantee sufficient coverage and quality of malaria vector control procedures. This study evaluated the efficacy of self-assessment practice as a possible innovative method towards achieving high coverage and excellent quality of larviciding operation in Iran. Methods The research was conducted on the randomly selected rural health centre of Kanmbel Soliman with 10 staff and 30 villages, in three main steps: (i) assessment of effectiveness of larviciding operations in the study areas before intervention through external assessment by a research team; (ii) self-assessment of larviciding operations (intervention) by staff every quarter for three rounds; and, (iii) determining the effectiveness of applying self-assessment of larviciding operations in the study areas. Two toolkits were used for self-assessment and external evaluation. The impact of self-assessment of larviciding operations was measured by two indicators: percentage of missed breeding habitats and cleaned breeding habitats among randomly selected breeding sites. Moreover, the correlation coefficients were measured between self-assessment measures and scores from external evaluation. The correlation coefficient and Mann Whitney test were used to analyse data. Results Following the utilization of self-assessment, the percentage of missed breeding habitats decreased significantly from 14.23% to 1.91% (P self-assessment in performance of vector control; the maximum effect of intervention were seen in an action plan for monitoring and evaluation of larviciding operations at field level, geographical reconnaissance for the registration of breeding habitats and worker skills related to larviciding. Before intervention, the results of self-assessment practice were compatible with external evaluation in 76.3% of 139 reviewed reports of self-assessment. After intervention

  15. NASA Self-Assessment of Space Radiation Research

    Science.gov (United States)

    Cucinotta, Francis A.

    2010-01-01

    Space exploration involves unavoidable exposures to high-energy galactic cosmic rays whose penetration power and associated secondary radiation makes radiation shielding ineffective and cost prohibitive. NASA recognizing the possible health dangers from cosmic rays notified the U.S. Congress as early as 1959 of the need for a dedicated heavy ion accelerator to study the largely unknown biological effects of galactic cosmic rays on astronauts. Information and scientific tools to study radiation health effects expanded over the new decades as NASA exploration programs to the moon and preparations for Mars exploration were carried out. In the 1970 s through the early 1990 s a more than 3-fold increase over earlier estimates of fatal cancer risks from gamma-rays, and new knowledge of the biological dangers of high LET radiation were obtained. Other research has increased concern for degenerative risks to the central nervous system and other tissues at lower doses compared to earlier estimates. In 1996 a review by the National Academy of Sciences Space Science Board re-iterated the need for a dedicated ground-based accelerator facility capable of providing up to 2000 research hours per year to reduce uncertainties in risks projections and develop effective mitigation measures. In 1998 NASA appropriated funds for construction of a dedicated research facility and the NASA Space Radiation Laboratory (NSRL) opened for research in October of 2003. This year marks the 8th year of NSRL research were about 1000 research hours per year have been utilized. In anticipation of the approaching ten year milestone, funded investigators and selected others are invited to participate in a critical self-assessment of NSRL research progress towards NASA s goals in space radiation research. A Blue and Red Team Assessment format has been integrated into meeting posters and special plenary sessions to allow for a critical debate on the progress of the research and major gaps areas. Blue

  16. Answer selection in a multi-stream open domain question answering system

    NARCIS (Netherlands)

    Jijkoun, V.; de Rijke, M.; McDonald, S.; Tait, J.

    2004-01-01

    Question answering systems aim to meet users' information needs by returning exact answers in response to a question. Traditional open domain question answering systems are built around a single pipeline architecture. In an attempt to exploit multiple resources as well as multiple answering

  17. A comparison of students' self-assessments with faculty evaluations of their communication skills.

    Science.gov (United States)

    Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

    2013-05-13

    To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

  18. Are general surgeons able to accurately self-assess their level of technical skills?

    Science.gov (United States)

    Rizan, C; Ansell, J; Tilston, T W; Warren, N; Torkington, J

    2015-11-01

    Self-assessment is a way of improving technical capabilities without the need for trainer feedback. It can identify areas for improvement and promote professional medical development. The aim of this review was to identify whether self-assessment is an accurate form of technical skills appraisal in general surgery. The PubMed, MEDLINE(®), Embase(™) and Cochrane databases were searched for studies assessing the reliability of self-assessment of technical skills in general surgery. For each study, we recorded the skills assessed and the evaluation methods used. Common endpoints between studies were compared to provide recommendations based on the levels of evidence. Twelve studies met the inclusion criteria from 22,292 initial papers. There was no level 1 evidence published. All papers compared the correlation between self-appraisal versus an expert score but differed in the technical skills assessment and the evaluation tools used. The accuracy of self-assessment improved with increasing experience (level 2 recommendation), age (level 3 recommendation) and the use of video playback (level 3 recommendation). Accuracy was reduced by stressful learning environments (level 2 recommendation), lack of familiarity with assessment tools (level 3 recommendation) and in advanced surgical procedures (level 3 recommendation). Evidence exists to support the reliability of self-assessment of technical skills in general surgery. Several variables have been shown to affect the accuracy of self-assessment of technical skills. Future work should focus on evaluating the reliability of self-assessment during live operating procedures.

  19. The Effect of Self-Assessment on Iranian EFL Learners’ Speaking Skill

    Directory of Open Access Journals (Sweden)

    Mahsa Ariafar

    2013-05-01

    Full Text Available Self-assessment is one of the attractive new alternative assessment forms which raises learners’ awareness of their individual progress, and encourages learners to become autonomous learners (Harris, 1997. The present study aimed to investigate the effect of self-assessment on speaking skill of Iranian EFL learners. The participants were 60 pre intermediate Iranian EFL learners. The participants in experimental group received training and practiced self-assessment of their speaking ability during the semester; however, participants in control group experienced no self-assessment. At the end of the semester, the participants in both groups were interviewed as posttest. The results revealed that self-assessment practices helped the participants of the study to improve their speaking ability.  Moreover, participants had generally positive attitudes toward the notion of self-assessment and showed their willingness to continue self-assessment in future; however, they were in favor of teacher assessment too. The findings of the study offer several implications for    teachers and practitioners.

  20. Study of personality’s temperament and self-assessment of higher educational establishments’ students

    Directory of Open Access Journals (Sweden)

    V.N. Liashenko

    2016-04-01

    Full Text Available Purpose: analysis of temperament and self-assessment characteristics in higher educational establishment students. Material: in the research 1st and 2nd year students (n=30 participated. Questioning was used, with the help of which personality’s self assessment and temperament characteristics were estimated. Results: the study of students’ temperament structure showed low demand in mastering of objective world and strive for mental and physical labor. High indicator of social activity and interpersonal skills was registered. The following indicators of self-assessment were received: 15% of students had too low self-assessment, 50% of students have adequate self-assessment and 10% have excessively high self-assessment. Conclusions: quickness of psychic processes (tem and rhythm, impressiveness and emotional sensitivity are important features of temperament. Students demonstrated feeling of anxiety and worry in respect to their studying at university. Besides the have sensitivity to failures to non coincidence of the desired and the results. студентов. With it students have adequate self assessment.

  1. The "Aachen fall prevention App" - a Smartphone application app for the self-assessment of elderly patients at risk for ground level falls.

    Science.gov (United States)

    Rasche, Peter; Mertens, Alexander; Bröhl, Christina; Theis, Sabine; Seinsch, Tobias; Wille, Matthias; Pape, Hans-Christoph; Knobe, Matthias

    2017-01-01

    Fall incidents are a major problem for patients and healthcare. The "Aachen Fall Prevention App" (AFPA) represents the first mobile Health (mHealth) application (app) empowering older patients (persons 50+ years) to self-assess and monitor their individual fall risk. Self-assessment is based on the "Aachen Fall Prevention Scale," which consists of three steps. First, patients answer ten standardized yes-no questions (positive criterion ≥ 5 "Yes" responses). Second, a ten-second test of free standing without compensatory movement is performed (positive criterion: compensatory movement). Finally, during the third step, patients rate their subjective fall risk on a 10-point Likert scale, based on the results of steps one and two. The purpose of this app is (1) to offer a low-threshold service through which individuals can independently monitor their individual fall risk and (2) to collect data about how a patient-centered mHealth app for fall risk assessment is used in the field. The results represent the first year of an ongoing field study. From December 2015 to December 2016, 197 persons downloaded the AFPA (iOS ™ and Android ™ ; free of charge). N  = 111 of these persons voluntarily shared their data and thereby participated in the field study. Data from a final number of n  = 79 persons were analyzed due to exclusion criteria (age, missing objective fall risk, missing self-assessment). The objective fall risk and the self-assessed subjective risk measured by the AFPA showed a significant positive relationship. The "Aachen Fall Prevention App" (AFPA) is an mHealth app released for iOS and Android. This field study revealed the AFPA as a promising tool to raise older adults' awareness of their individual fall risk by means of a low-threshold patient-driven fall risk assessment tool.

  2. Midclerkship feedback in the surgical clerkship: the "Professionalism, Reporting, Interpreting, Managing, Educating, and Procedural Skills" application utilizing learner self-assessment.

    Science.gov (United States)

    Hochberg, Mark; Berman, Russell; Ogilvie, Jennifer; Yingling, Sandra; Lee, Sabrina; Pusic, Martin; Pachter, H Leon

    2017-02-01

    The Liaison Committee on Medical Education requires midclerkship formative (low stakes) feedback to students regarding their clinical skills. Student self-assessment is not commonly incorporated into this evaluation. We sought to determine the feasibility of collecting and comparing student self-assessment with that of their preceptors using an iPad application. These student self-ratings and preceptor ratings are jointly created and reviewed as part of a face-to-face midclerkship feedback session. Using our iPad application for Professionalism, Reporting, Interpreting, Managing, Educating, and Procedural Skills ("PRIMES"), students answer 6 questions based on their self-assessment of performance at midclerkship. Each skill is rated on a 3-point scale (beginning, competent, and strong) with specific behavioral anchors. The faculty preceptors then complete the same PRIMES form during the face-to-face meeting. The application displays a comparison of the 2 sets of ratings, facilitating a discussion to determine individualized learning objectives for the second half of the clerkship. A total of 209 student-preceptor pairs completed PRIMES ratings. On average, student-preceptor ratings were in agreement for 38% of the time. Agreement between students and preceptors was highest for Professionalism (70%) and lowest for Procedural Skills (22%). On average, 60% of student-preceptor ratings did not agree. Students rated themselves lower than preceptors 52% of the time, while only 8% of students rated themselves higher than their preceptors' ratings (this difference is significant at the P value self-assessment into formative face-to-face midclerkship feedback sessions with their preceptors with the goal to improve performance during the second half of the clerkship. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Combined student ratings and self-assessment provide useful feedback for clinical teachers

    Science.gov (United States)

    Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.

    2009-01-01

    Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers’ self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medicine, Surgery, Obstetrics/Gynecology, Pediatrics, Neurology, Dermatology, Ophthalmology, ENT, and Psychiatry) were invited to fill out a self-assessment questionnaire on their teaching skills. Students completed an almost identical questionnaire to evaluate the same teachers based on their experiences during clerkships. After receiving written feedback incorporating their self-assessment and the student ratings, the teachers indicated their perceptions of the self-assessment exercise and the written feedback in a questionnaire (five-point Likert scale items) and next, in more detail, in semi-structured interviews with a purposive sample of 12 of the participating teachers. 25 physicians participated (67%). The results showed that self-assessment and student feedback were both perceived as useful (3.7, SD 1.0) but the latter was considered more effective. The physicians we interviewed considered the combination of self-assessment with student ratings more effective than either self-assessment or written feedback alone. Notably, discrepancies between student ratings and self-assessment were deemed a strong incentive for change. We conclude that self-assessment can be a useful tool to stimulate improvement of clinical teaching when it is combined with written feedback based on student ratings. Future research among larger groups is needed to confirm our findings and examine whether these combined tools actually lead to improved teaching. PMID:19779976

  4. Improvement of operational safety: The self-assessment at the Russian NPPs

    International Nuclear Information System (INIS)

    Kolotov, Aleksander

    2002-01-01

    The operating organization has scheduled for the forthcoming year to elaborate the NPP safety self-assessment standards and to settle precise criterion for its performance. Toward this end it was decided to form a Working Team including of NPP and VNIIAES representatives to elaborate major tasks on the self-assessment improvement, development and implementation of new documentation and training the personnel in new methodology. Actions developed by R osenergoatom , one of its items is the participation of 'Rosenergoatom' and VNIIAES representatives in the workshop, contains the sequence of Russian NPP safety self-assessment improvement at the first stage

  5. Evaluating first-year nursing students' ability to self-assess psychomotor skills using videotape.

    Science.gov (United States)

    Watts, Wilda Ellen; Rush, Kathy; Wright, Marjorie

    2009-01-01

    Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination with psychomotor skill development with freshman students. Students were videotaped performing a wound-dressing change; the videotaping was immediately followed by a self-assessment of their performance using a faculty-generated checklist. Comparison of faculty and student ratings revealed the tendency for students to overrate their performance and identified discordance between students and faculty on several steps of the procedure. These evaluation findings are discussed and future directions explored.

  6. Dealing with patients in healthcare: A self-assessment tool.

    Science.gov (United States)

    Gremigni, Paola; Casu, Giulia; Sommaruga, Marinella

    2016-06-01

    This study aimed to investigate how healthcare personnel self-evaluate their ability to relate to patients in day-to-day practice from a patient-centered perspective, and to test the psychometric properties of a questionnaire developed to assess it. A sample of 600 healthcare personnel, recruited among eight hospitals in various parts of Italy, completed the 16-item Provider-Patient Relationship Questionnaire (PPRQ). A sample of 50 nurses answered the PPRQ twice, at a four-week interval. The PPRQ validity, reliability and susceptibility to social desirability were tested. PPRQ showed good reliability and structural validity, with four first-order factors: effective communication, interest in the patient's agenda, empathy, and patient involvement in care. Correlation with social desirability was negligible. Participants rated themselves as highly competent in communicating with patients, but less interested in involving the patient in care and in the patient's agenda. Differences in PPRQ dimensions were found between groups based on job type and geographic area. PPRQ is a brief self-report measure of the provider-patient relationship with promising psychometric properties in this sample. PPRQ has potential value in promoting a self-reflecting learning environment, whether through training or day-to-day practice. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  7. Answer Sets in a Fuzzy Equilibrium Logic

    Science.gov (United States)

    Schockaert, Steven; Janssen, Jeroen; Vermeir, Dirk; de Cock, Martine

    Since its introduction, answer set programming has been generalized in many directions, to cater to the needs of real-world applications. As one of the most general “classical” approaches, answer sets of arbitrary propositional theories can be defined as models in the equilibrium logic of Pearce. Fuzzy answer set programming, on the other hand, extends answer set programming with the capability of modeling continuous systems. In this paper, we combine the expressiveness of both approaches, and define answer sets of arbitrary fuzzy propositional theories as models in a fuzzification of equilibrium logic. We show that the resulting notion of answer set is compatible with existing definitions, when the syntactic restrictions of the corresponding approaches are met. We furthermore locate the complexity of the main reasoning tasks at the second level of the polynomial hierarchy. Finally, as an illustration of its modeling power, we show how fuzzy equilibrium logic can be used to find strong Nash equilibria.

  8. Game theory and traffic assignment.

    Science.gov (United States)

    2013-09-01

    Traffic assignment is used to determine the number of users on roadway links in a network. While this problem has : been widely studied in transportation literature, its use of the concept of equilibrium has attracted considerable interest : in the f...

  9. From Question Answering to Visual Exploration

    Energy Technology Data Exchange (ETDEWEB)

    McColgin, Dave W.; Gregory, Michelle L.; Hetzler, Elizabeth G.; Turner, Alan E.

    2006-08-11

    Research in Question Answering has focused on the quality of information retrieval or extraction using the metrics of precision and recall to judge success; these metrics drive toward finding the specific best answer(s) and are best supportive of a lookup type of search. These do not address the opportunity that users? natural language questions present for exploratory interactions. In this paper, we present an integrated Question Answering environment that combines a visual analytics tool for unstructured text and a state-of-the-art query expansion tool designed to compliment the cognitive processes associated with an information analysts work flow. Analysts are seldom looking for factoid answers to simple questions; their information needs are much more complex in that they may be interested in patterns of answers over time, conflicting information, and even related non-answer data may be critical to learning about a problem or reaching prudent conclusions. In our visual analytics tool, questions result in a comprehensive answer space that allows users to explore the variety within the answers and spot related information in the rest of the data. The exploratory nature of the dialog between the user and this system requires tailored evaluation methods that better address the evolving user goals and counter cognitive biases inherent to exploratory search tasks.

  10. Attitudes Toward Patient Management Problems as a Self-Assessment Technique in Dermatology

    Science.gov (United States)

    Ramsay, David L.; And Others

    1977-01-01

    Patient management problems were found to be favorable methods of self-assessment by an overwhelming majority of practicing dermatologists and those in training, regardless of the type of practice or the number of years in practice. (LBH)

  11. CREATING AUDIO VISUAL DIALOGUE TASK AS STUDENTS’ SELF ASSESSMENT TO ENHANCE THEIR SPEAKING ABILITY

    Directory of Open Access Journals (Sweden)

    Novia Trisanti

    2017-04-01

    Full Text Available The study is about giving overview of employing audio visual dialogue task as students creativity task and self assessment in EFL speaking class of tertiary education to enhance the students speaking ability. The qualitative research was done in one of the speaking classes at English Department, Semarang State University, Central Java, Indonesia. The results that can be seen from the rubric of self assessment show that the oral performance through audio visual recorded tasks done by the students as their self assessment gave positive evidences. The audio visual dialogue task can be very beneficial since it can motivate the students learning and increase their learning experiences. The self-assessment can be a valuable additional means to improve their speaking ability since it is one of the motives that drive self- evaluatioan, along with self- verification and self- enhancement.

  12. 78 FR 29375 - Protected Critical Infrastructure Information (PCII) Office Self-Assessment Questionnaire

    Science.gov (United States)

    2013-05-20

    ... Information (PCII) Office Self- Assessment Questionnaire AGENCY: National Protection and Programs Directorate... comments concerning New Information Collection Request, PCII Officer Questionnaire. DHS previously... without alteration at http://www.regulations.gov , including any personal information provided. OMB is...

  13. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  14. UOP LDR 300 All Assignments New

    OpenAIRE

    ADMIN

    2018-01-01

    UOP LDR 300 All Assignments New Check this A+ tutorial guideline at http://www.ldr300assignment.com/ldr-300-uop/ldr-300-all-assignments-latest For more classes visit http://www.ldr300assignment.com LDR 300 Week 1 Assignment Leadership Assessment (2 Papers) LDR 300 Week 2 Assignment Leadership Theories Matrix (2 Set) LDR 300 Week 2 Assignment Formulating Leadership Part I (2 Papers) LDR 300 Week 3 Assignment Interaction and Influence Amo...

  15. Development and Validation of the Foundational Healthcare Leadership Self-assessment.

    Science.gov (United States)

    Van Hala, Sonja; Cochella, Susan; Jaggi, Rachel; Frost, Caren J; Kiraly, Bernadette; Pohl, Susan; Gren, Lisa

    2018-04-01

    We sought to develop and validate a self-assessment of foundational leadership skills for early-career physicians. We developed a leadership self-assessment from a compilation of materials on health care leadership skills. A sequential exploratory study was conducted using qualitative and quantitative analysis for face, content, and construct validity of the self-assessment. First, two focus groups were conducted with leaders in medicine and family medicine residents, to refine the pilot self-assessment. The self-assessment pilot was then tested with family medicine residents across the country, and the results were quantitatively evaluated with principal component analysis. This data was used to reduce and group the statements into leadership domains for the final self-assessment. Twenty-two invited family medicine residency programs agreed to distribute the survey. A total of 163 family medicine residents completed the survey, representing 16 to 20 residency programs from 12 states (response rate 28.9% to 34.8%). Analysis showed important differences by residency year, with more advanced residents scoring higher. The analysis reduced the number of items from 33 on the pilot assessment to 21 on the final assessment, which the authors titled the Foundational Healthcare Leadership Self-assessment (FHLS). The 21 items were grouped into five leadership domains: accountability, collaboration, communication, team management, and self-management. The FHLS is a validated 21-item self-assessment of foundational leadership skills for early career physicians. It takes less than 5 minutes to complete, and quantifies skill within five domains of foundational leadership. The FHLS is a first step in developing educational and evaluative assessments for training medical residents as clinician leaders.

  16. Development of a self-assessment teamwork tool for use by medical and nursing students

    OpenAIRE

    Gordon, Christopher J.; Jorm, Christine; Shulruf, Boaz; Weller, Jennifer; Currie, Jane; Lim, Renee; Osomanski, Adam

    2016-01-01

    Background Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. Methods The authors modified a previousl...

  17. A study of automated self-assessment in a primary care student health centre setting.

    Science.gov (United States)

    Poote, Aimee E; French, David P; Dale, Jeremy; Powell, John

    2014-04-01

    We evaluated the advice given by a prototype self-assessment triage system in a university student health centre. Students attending the health centre with a new problem used the automated self-assessment system prior to a face-to-face consultation with the general practitioner (GP). The system's rating of urgency was available to the GP, and following the consultation, the GP recorded their own rating of the urgency of the patient's presentation. Full data were available for 154 of the 207 consultations. Perfect agreement, where both the GP and the self-assessment system selected the same category of advice, occurred in 39% of consultations. The association between the GP assessment and the self-assessment rankings of urgency was low but significant (rho = 0.19, P = 0.016). The self-assessment system tended to be risk averse compared to the GP assessments, with advice for more urgent level of care seeking being recommended in 86 consultations (56%) and less urgent advice in only 8 (5%). This difference in assessment of urgency was significant (P self-assessment system was more risk averse than the GPs, which resulted in a high proportion of patients being triaged as needing emergency or immediate care, the self-assessment system successfully identified a proportion of patients who were felt by the GP to have a self-limiting condition that did not need a consultation. In its prototype form, the self-assessment system was not a replacement for clinician assessment and further refinement is necessary.

  18. Using self-assessment to develop metacognition and self-regulated learners.

    Science.gov (United States)

    Siegesmund, Amy

    2017-06-15

    Student success is too often challenged by a lack of metacognition and ability to self-regulate learning. This commentary argues that the use of self-assessment to increase student metacognition positively impacts student learning and self-regulation. In addition, several strategies for incorporating self-assessment will be presented. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  19. Role of the regulatory authority in preparation of the NPP self assessment of safety culture

    Energy Technology Data Exchange (ETDEWEB)

    Gantchev, T [Committee on the Use of Atomic Energy for Peaceful Purposes, Sofia (Bulgaria)

    1997-12-31

    We believe that with the assistance of the IAEA(ASSET Training Mission) the plant personnel will be able to prepare high quality Self Assessment Report. The main role of the Regulatory Body is to ensure correspondence with the IAEA requirements and to provide clear guidance for the most important items of the Plant Self Assessment Report. The involvement of the Operating Organization is also desirable in order to ensure the necessary resources for the implementation of the action plan. Figs.

  20. Self-assessment and aggression’s manifestation of Judo wrestlers in age and qualification aspects

    Directory of Open Access Journals (Sweden)

    V.P. Ivaskiene

    2017-08-01

    Full Text Available Purpose: to determine self assessment and aggression’s manifestations of Judo wrestlers in age and qualification aspects. Material: in the research boys - Judo wrestlers from sport schools of Kaunas (Lithuania participated (n=90, age - 16.9 ± 2.0 years. The athletes were divided into three groups. In qualification aspects were divided into two groups. The first group was composed as per sport achievements - the members of combined Lithuanian teams. The second group consisted athletes of different sport categories, which were not the members of combined teams. We used questionnaire as per scale of self assessment of M. Rosenberg and questionnaire of aggressiveness of Buss-Perry. Estimation of the received data was fulfilled with the help of U criterion of Manna-Whitney, H criterion of Kruskall-Wallis and χ2-criterion. Assessment of confidence of mean group data’s differences was fulfilled by Student’s t-test. Correlations of indicators were determined with the help of correlation coefficient of Spearmen. Results: with increasing of Judo wrestlers’ age we observed the tendency to increasing of their self-assessment. The older sportsmen become the higher is theirs aggressiveness. Depending on self-assessment level we did not find statistically confident differences in their aggression indicators. Large quantity of elite Judo wrestlers has high self-assessment. Self assessment and aggression indicators of sportsmen with sport categories statistically do not differ for elite Judo wrestlers’ indicators. Correlation between mean level of self assessment and aggression are present only in young Judo wrestlers. Conclusions: in all age groups of Judo wrester’s average level of self assessment prevails. Higher level is characteristic only for members of combined teams of the country. Judo wrestlers’ aggression depending on age differs only by one component (more adult wrestlers are more aggressive than juniors. In respect to the level of

  1. Role of the regulatory authority in preparation of the NPP self assessment of safety culture

    International Nuclear Information System (INIS)

    Gantchev, T.

    1996-01-01

    We believe that with the assistance of the IAEA(ASSET Training Mission) the plant personnel will be able to prepare high quality Self Assessment Report. The main role of the Regulatory Body is to ensure correspondence with the IAEA requirements and to provide clear guidance for the most important items of the Plant Self Assessment Report. The involvement of the Operating Organization is also desirable in order to ensure the necessary resources for the implementation of the action plan. Figs

  2. The Economic Naturalist Writing Assignment

    Science.gov (United States)

    Frank, Robert H.

    2006-01-01

    Several months after having completed an introductory economics course, most students are no better able to answer simple economic questions than students who never took the course. The problem seems to be that principles courses try to teach students far too much, with the result that everything goes by in a blur. The good news is that a…

  3. Development of the Office of Civilian Radioactive Waste Management's Self-Assessment Program

    International Nuclear Information System (INIS)

    Vlahakis, J.G.; Palabrica, R.J.; Goldsmith, S.

    1993-01-01

    This paper describes the development and implementation of the Self-Assessment (SA) Program of the Office of Civilian Radioactive Waste Management (RW). The basis for RW's SA Program is discussed, as well as RW's approach for meeting self-assessment requirements, RW's organization for self-assessment, actions to establish RW's SA Program, and planned RW SA implementation activities. This paper also discusses how self-assessment can support programmatic decisions and actions. The RW Director has approved and issued the Self-Assessment Management Plan that describes how RW will organize and manage its SA program. He has directed Associate/Office Directors to prepare individual Implementation Plans to provide specifics on how their Offices will meet the requirements of the RW SA Program. To assist in the preparation of these Implementation Plans, the RW Self-Assessment Unit (SAU), which manages the SA Program on behalf of the RW Director, has conducted a series of SA Implementation Workshops. The SAU has also developed an Annotated Outline for SA Implementation Plans. Following issuance of Office-specific Implementation Plans, independent evaluations by the SAU are planned

  4. Maintenance self-assessments - An INPO [Institute of Nuclear Power Operation] perspective

    International Nuclear Information System (INIS)

    Subalusky, W.T.

    1990-01-01

    In March 1987, all nuclear utilities in the US were requested by the Institute of Nuclear Power Operations (INPO) to perform a self-assessment of their maintenance programs. The goal of these self-assessments was to have each station identify any existing problem areas in maintenance in clear and sufficient detail to determine the root causes of the problems and to provide a foundation for subsequent corrective actions. The self-assessments were to be performed by each nuclear station using the INPO document Guidelines for the Conduct of Maintenance at Nuclear Power Stations. By December 1987, 72 of 74 stations had completed the self-assessments, and by the middle of 1988, all stations had completed this systematic review of their maintenance programs. As part of an industry plan to ensure continued improvements in maintenance, INPO is following up on the effectiveness of these self-assessments during the course of plant evaluation visits. This presentation briefly reviews the approaches to self-assessment of the station's maintenance programs, some of the lessons learned from this effort, and the results, to date, of INPO follow-up efforts in this area

  5. The Self-assessment Practices of Hong Kong Secondary Students: Findings with a New Instrument.

    Science.gov (United States)

    Yan, Zi

    Self-assessment is a core skill that enables students to engage in self-regulated learning. The purpose of this study was to examine the psychometric properties of a Self-assessment Practice Scale and to depict the characteristics of self-assessment practices of Hong Kong secondary students using this newly developed instrument. A total of 6,125 students from 10 Hong Kong secondary schools completed the survey. Both Rasch and factor analyses revealed a two-dimension scale structure (i.e., Self-directed Feedback Seeking and Self-reflection). The two subscales demonstrated acceptable psychometric properties and suggestions for further improvement were proposed. The findings regarding self-assessment practices of secondary students indicated that, in general, students were quite used to engaging in self-reflection based on available feedback, but they were less disposed to taking the initiative to seek feedback on their own performance. Key demographic variables, e.g., gender and year level, played important roles in students' self-assessment practices. Girls had significantly higher self-assessment measures on both scales than did boys. Junior students had higher measures on both scales than did their senior counterparts. Implications and directions for future research were discussed.

  6. Student Self-Assessment in HOCS Science Examinations: Is There a Problem?

    Science.gov (United States)

    Zoller, Uri; Ben-Chaim, David

    1998-06-01

    A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the "testing culture"—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic ("correct/incorrect") questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.

  7. ILK statement about the regulatory authorities' perception of operators' self-assessment of safety culture

    International Nuclear Information System (INIS)

    2005-01-01

    Over the past few years, German licensing and supervisory authorities have devoted increasing attention to safety management and safety culture issues. At present, German plant operators are introducing systems for self-assessment of the safety culture in their plants, such as the Safety Culture Assessment System developed by VGB Power Tech (VGB-SBS). In its statement, the International Committee on Nuclear Technology (ILK) addresses an effective approach of the authorities in evaluating the self-assessment of safety culture conducted by operators. ILK proposes a total of ten recommendations for evaluating the self-assessment system of the operators by the authority. The regulatory authorities should see to it that the operators establish a self-assessment system for aspects of organization and personnel, and use it continuously. The measures derived from this self-assessment by the operators, and the reasons underlying them, should be discussed with the authorities. In addition to the operators, also the regulatory authorities and the technical expert organizations commissioned by them should carry out self-assessments of their respective supervisory activities, taking into account also special events, such as changes in government, and develop appropriate programs of measures to be taken. In evaluating safety culture, the regulatory authorities should strive to support the activities of operators in improving their safety culture. A spirit of mutual confidence and cooperation should exist between operators and authorities. The recommendations expressed in the statement deliberately leave room for detailed implementation by the parties concerned. (orig.)

  8. Postsecondary Education Issues: Visible Questions. Invisible Answers.

    Science.gov (United States)

    Western Interstate Commission for Higher Education, Boulder, CO. National Center for Higher Education Management Systems.

    With some justification, the inability to answer most of the important questions in higher education is due to the lack of necessary information. But careful examination of our many faceted questions suggests that more information may not be the only answer. The National Center for Higher Education Management Systems (NCHEMS) has found other…

  9. Two new indices to detect answer copying

    NARCIS (Netherlands)

    Sotaridona, Leonardo; Meijer, R.R.

    2003-01-01

    Two new indices to detect answer copying on a multiple-choice test—S1 and S2—were proposed. The S1 index is similar to the K index (Holland, 1996) and the K2 index (Sotaridona & Meijer, 2002) but the distribution of the number of matching incorrect answers of the source and the copier is modeled by

  10. 39 CFR 3030.14 - Answer contents.

    Science.gov (United States)

    2010-07-01

    ... Initial Pleadings § 3030.14 Answer contents. (a) An answer must: (1) Contain a clear and concise statement... complainant and the Commission fully and completely of the nature of any defense, including factual... as such and presented separately from any denials; (5) State the nature of the evidentiary support...

  11. Questions and Answers About Nuclear Power Plants.

    Science.gov (United States)

    Environmental Protection Agency, Washington, DC.

    This pamphlet is designed to answer many of the questions that have arisen about nuclear power plants and the environment. It is organized into a question and answer format, with the questions taken from those most often asked by the public. Topics include regulation of nuclear power sources, potential dangers to people's health, whether nuclear…

  12. Questions and Answers about Sex (For Parents)

    Science.gov (United States)

    ... español Preguntas y respuestas sobre sexo Answering their kids' questions about sex is a responsibility that many parents dread. Otherwise ... avoided. Parents can help foster healthy feelings about sex if they answer kids' questions in an age-appropriate way. When do ...

  13. Automated grading of homework assignments and tests in introductory and intermediate statistics courses using active server pages.

    Science.gov (United States)

    Stockburger, D W

    1999-05-01

    Active server pages permit a software developer to customize the Web experience for users by inserting server-side script and database access into Web pages. This paper describes applications of these techniques and provides a primer on the use of these methods. Applications include a system that generates and grades individualized homework assignments and tests for statistics students. The student accesses the system as a Web page, prints out the assignment, does the assignment, and enters the answers on the Web page. The server, running on NT Server 4.0, grades the assignment, updates the grade book (on a database), and returns the answer key to the student.

  14. Deep Question Answering for protein annotation.

    Science.gov (United States)

    Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick

    2015-01-01

    Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, question-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user question, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics questions, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per question. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an original classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/. © The Author(s) 2015. Published by Oxford University Press.

  15. Smartphone-Based Self-Assessment of Stress in Healthy Adult Individuals: A Systematic Review.

    Science.gov (United States)

    Þórarinsdóttir, Helga; Kessing, Lars Vedel; Faurholt-Jepsen, Maria

    2017-02-13

    Stress is a common experience in today's society. Smartphone ownership is widespread, and smartphones can be used to monitor health and well-being. Smartphone-based self-assessment of stress can be done in naturalistic settings and may potentially reflect real-time stress level. The objectives of this systematic review were to evaluate (1) the use of smartphones to measure self-assessed stress in healthy adult individuals, (2) the validity of smartphone-based self-assessed stress compared with validated stress scales, and (3) the association between smartphone-based self-assessed stress and smartphone generated objective data. A systematic review of the scientific literature was reported and conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement. The scientific databases PubMed, PsycINFO, Embase, IEEE, and ACM were searched and supplemented by a hand search of reference lists. The databases were searched for original studies involving healthy individuals older than 18 years, measuring self-assessed stress using smartphones. A total of 35 published articles comprising 1464 individuals were included for review. According to the objectives, (1) study designs were heterogeneous, and smartphone-based self-assessed stress was measured using various methods (e.g., dichotomized questions on stress, yes or no; Likert scales on stress; and questionnaires); (2) the validity of smartphone-based self-assessed stress compared with validated stress scales was investigated in 3 studies, and of these, only 1 study found a moderate statistically significant positive correlation (r=.4; P<.05); and (3) in exploratory analyses, smartphone-based self-assessed stress was found to correlate with some of the reported smartphone generated objective data, including voice features and data on activity and phone usage. Smartphones are being used to measure self-assessed stress in different contexts. The evidence of the validity of

  16. Drugstore Selling and Merchandising, a Distributive Education Manual and Answer Book.

    Science.gov (United States)

    Adams, J. David

    This manual on drugstore selling and merchandising, together with a separate answer key, is intended for trainees in distributive education. The 18 self-study assignments, developed by an instructional coordinator with the aid of college professors and leaders in business, cover a wide range of topics, from effective sales techniques to specific…

  17. Supermarket Special Departments. [Student Manual] and Answer Book/Teacher's Guide.

    Science.gov (United States)

    Gaskill, Melissa Lynn; Summerall, Mary

    This document on food marketing for supermarket special departments contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 11 assignments: (1) supermarkets of today; (2) merchandising; (3) pharmacy and cosmetics department; (4) housewares and home hardware; (5) video/camera/electronics…

  18. Developing Independence in a Capstone Course: Helping Students Ask and Answer Their Own Questions

    Science.gov (United States)

    Camenga, Kristin A.

    2013-01-01

    We discuss a mathematics capstone course designed to help students grow in mathematical independence. We describe how the course is structured to support this goal and the major assignments: a course wiki, a group expository project, and an individual problem to solve and extend. Students learn to ask and answer their own questions, helping them…

  19. Hubungan Self Assessment-Peer Assessment dengan Nilai Kelulusan OSCE Mahasiswa Fakultas Kedokteran Unisba

    Directory of Open Access Journals (Sweden)

    Santun Bhekti Rahimah

    2017-02-01

    Full Text Available Abstrak Objective structured clinical examination (OSCE adalah cara penilaian kompetensi klinik mahasiswa secara komprehensif dan konsisten serta dapat dijadikan media untuk meningkatkan hasil belajar. Feedback dapat dilakukan oleh mahasiswa itu sendiri (self assessment maupun mahasiswa lain yang satu level (peer assessment. Self dan peer assessment diharapkan akan meningkatkan kemampuan mahasiswa dalam melihat tujuan pembelajaran, meningkatkan rasa percaya diri, kemampuan berpikir kritis, dan bertindak tepat dalam menghadapi ujian. Tujuan penelitian ini melihat hubungan self assessment dan peer assessment dengan nilai kelulusan OSCE mahasiswa tingkat dua dan empat FK Unisba tahun akademik 2012/2013. Nilai hasil ujian OSCE yang dipergunakan adalah pada periode Desember 2012–Juni 2013. Self dan peer assessment dilaksanakan setelah ujian OSCE. Self assessment dilakukan oleh mahasiswa itu sendiri, sedangkan peer assessment didapatkan dari lima orang mahasiswa lain yang pernah berada dalam satu kelompok dengan subjek. Hasil penelitian menunjukkan untuk mahasiswa tingkat dua terdapat korelasi bermakna self assessment dan peer assessment dengan nilai OSCE (p<0,001, arah hubungan antara keduanya positif, serta kekuatan hubungan keduanya sedang (R=0,426. Pada mahasiswa tingkat empat terdapat korelasi bermakna antara self assessment dan nilai OSCE (p<0,001 dengan kekuatan hubungan keduanya sedang (R=0,451, serta terdapat korelasi yang bermakna antara penilaian peer assessment dan nilai OSCE. Simpulan, self assessment mempunyai korelasi positif terhadap nilai kelulusan OSCE pada mahasiswa tingkat dua dan tingkat empat, sedangkan peer assessment mempunyai korelasi positif dengan nilai kelulusan OSCE hanya pada mahasiswa tingkat dua. Self assessment mempunyai korelasi positif dengan peer assessment pada mahasiswa tingkat dua dan tingkat empat FK Unisba tahun akademik 2012/2013. Abstract Objective structured clinical examination (OSCE is a tools to assess

  20. Self-assessment, reflection on practice and critical thinking in nursing students.

    Science.gov (United States)

    Siles-González, José; Solano-Ruiz, Carmen

    2016-10-01

    In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. Small group learning: effect on item analysis and accuracy of self-assessment of medical students.

    Science.gov (United States)

    Biswas, Shubho Subrata; Jain, Vaishali; Agrawal, Vandana; Bindra, Maninder

    2015-01-01

    Small group sessions are regarded as a more active and student-centered approach to learning. Item analysis provides objective evidence of whether such sessions improve comprehension and make the topic easier for students, in addition to assessing the relative benefit of the sessions to good versus poor performers. Self-assessment makes students aware of their deficiencies. Small group sessions can also help students develop the ability to self-assess. This study was carried out to assess the effect of small group sessions on item analysis and students' self-assessment. A total of 21 female and 29 male first year medical students participated in a small group session on topics covered by didactic lectures two weeks earlier. It was preceded and followed by two multiple choice question (MCQ) tests, in which students were asked to self-assess their likely score. The MCQs used were item analyzed in a previous group and were chosen of matching difficulty and discriminatory indices for the pre- and post-tests. The small group session improved the marks of both genders equally, but female performance was better. The session made the items easier; increasing the difficulty index significantly but there was no significant alteration in the discriminatory index. There was overestimation in the self-assessment of both genders, but male overestimation was greater. The session improved the self-assessment of students in terms of expected marks and expectation of passing. Small group session improved the ability of students to self-assess their knowledge and increased the difficulty index of items reflecting students' better performance.

  2. Smart query answering for marine sensor data.

    Science.gov (United States)

    Shahriar, Md Sumon; de Souza, Paulo; Timms, Greg

    2011-01-01

    We review existing query answering systems for sensor data. We then propose an extended query answering approach termed smart query, specifically for marine sensor data. The smart query answering system integrates pattern queries and continuous queries. The proposed smart query system considers both streaming data and historical data from marine sensor networks. The smart query also uses query relaxation technique and semantics from domain knowledge as a recommender system. The proposed smart query benefits in building data and information systems for marine sensor networks.

  3. Mathematics for common entrance three (extension) answers

    CERN Document Server

    Alexander, Serena

    2015-01-01

    This book contains answers to all exercises featured in the accompanying textbook Mathematics for Common Entrance Three (Extension) , which provides essential preparation for Level 3 of the ISEB 13+ Mathematics exam, as well as for CASE and other scholarship exams. - Clean, clear layout for easy marking. - Includes examples of high-scoring answers with diagrams and workings. Also available to purchase from the Galore Park website www.galorepark.co.uk :. - Mathematics for Common Entrance Three (Extension). - Mathematics for Common Entrance One. - Mathematics for Common Entrance One Answers. - M

  4. Smart Query Answering for Marine Sensor Data

    Directory of Open Access Journals (Sweden)

    Paulo de Souza

    2011-03-01

    Full Text Available We review existing query answering systems for sensor data. We then propose an extended query answering approach termed smart query, specifically for marine sensor data. The smart query answering system integrates pattern queries and continuous queries. The proposed smart query system considers both streaming data and historical data from marine sensor networks. The smart query also uses query relaxation technique and semantics from domain knowledge as a recommender system. The proposed smart query benefits in building data and information systems for marine sensor networks.

  5. Assigning agents to a line

    DEFF Research Database (Denmark)

    Hougaard, Jens Leth; Moreno-Ternero, Juan D.; Østerdal, Lars Peter Raahave

    2014-01-01

    minimizing modification of the classic random priority method to solve this class of problems. We also provide some logical relations in our setting among standard axioms in the literature on assignment problems, and explore the robustness of our results to several extensions of our setting....

  6. QUESTION ANSWERING SYSTEM DAN PENERAPANNYA PADA ALKITAB

    Directory of Open Access Journals (Sweden)

    Gunawan Gunawan

    2006-01-01

    Full Text Available Question answering system is a system that allows user to state his or her information need in the form of natural language question, and return short text excerpts or even phrases as an answer. The availability of a wide and various information source and improvements in the techniques of natural language processing, information extraction (wrapper, and information retrieval give a big effect on the development of question answering system, from just answering questions in a specific domain by consulting to structured information source such as database, and like in this research, answering any questions based on information stored in an unstructured text collection. A general architecture of question answering system based on text consists of six processing stages, i.e. question analysis, document collection preprocessing, candidate document selection, candidate document analysis, answer extraction, and response generation. Application of question answering system like AnswerBus, Mulder, and Webclopedia that are developed with its own characteristics has similar processing steps as in the general architecture. Answers returned by a question answering system need to be evaluated for performance measure. This research completed with a simple question answering system application using english Bible in World English Bible (WEB version as the source of information to answer some questions. Because specific domain is selected: Bible, questions that can be posed by user could ask about information in the Bible itself only. Question is also limited to three types of answers that can be supported by the application: person (who, location (where, and date (when. Abstract in Bahasa Indonesia : Question answering system (QA system adalah sistem yang mengijinkan user menyatakan kebutuhan informasinya dalam bentuk natural language question (pertanyaan dalam bahasa alami, dan mengembalikan kutipan teks singkat atau bahkan frase sebagai jawaban. Ketersediaan

  7. Development of a self-assessment teamwork tool for use by medical and nursing students.

    Science.gov (United States)

    Gordon, Christopher J; Jorm, Christine; Shulruf, Boaz; Weller, Jennifer; Currie, Jane; Lim, Renee; Osomanski, Adam

    2016-08-24

    Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. The authors modified a previously published teamwork instrument designed for experienced critical care teams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire was administered to students immediately following the simulations. These scores were used to explore the psychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis. 202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students. Exploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items - Information sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.823 for Teamwork coordination and communication, and 0.812 for Information sharing and support. These data provide evidence to support the validity and reliability of the self-assessment teamwork tool for students This self-assessment tool could be of value to health professional students following team training activities to help them identify the attributes of effective teamwork.

  8. MODEL AUTHENTIC SELF-ASSESSMENT DALAM PENGEMBANGAN EMPLOYABILITY SKILLS MAHASISWA PENDIDIKAN TINGGI VOKASI

    Directory of Open Access Journals (Sweden)

    I Made Suarta

    2015-06-01

    ______________________________________________________________ AUTHENTIC SELF-ASSESSMENT MODEL FOR DEVELOPING EMPLOYABILITY SKILLS STUDENT IN HIGHER VOCATIONAL EDUCATION Abstract The purpose of this research is to develop assessment tools to evaluate achievement of employability skills which are integrated in the learning database applications. The assessment model developed is a combination of self-assessment and authentic assessment, proposed as models of authentic self-assessment. The steps of developing authentic self-assessment models include: identifying the standards, selecting an authentic task, identifying the criteria for the task, and creating the rubric. The results of development assessment tools include: (1 problem solving skills assessment model, (2 self-management skills assessment model, and (3 competence database applications assessment model. This model can be used to assess the cognitive, affective, and psychomotor achievement. The results indicate: achievement of problem solving and self-management ability was in good category, and competencies in designing conceptual and logical database was in high category. This model also has met the basic principles of assessment, i.e.: validity, reliability, focused on competencies, comprehen-sive, objectivity, and the principle of educating. Keywords: authentic assessment, self-assessment, problem solving skills, self-management skills, vocational education

  9. The effects of student self-assessment on learning in removable prosthodontics laboratory.

    Science.gov (United States)

    Chambers, David W; LaBarre, Eugene E

    2014-05-01

    It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

  10. Zika Virus and Complications: Questions and Answers

    Science.gov (United States)

    ... do if they have been exposed to unprotected sex but do not wish to become pregnant because ... A's Zika virus and complications » Zika digital timeline Video Zika virus - Questions and answers (Q&A) Related ...

  11. VQABQ: Visual Question Answering by Basic Questions

    KAUST Repository

    Huang, Jia-Hong

    2017-03-19

    Taking an image and question as the input of our method, it can output the text-based answer of the query question about the given image, so called Visual Question Answering (VQA). There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the basic questions of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question. We formulate the basic questions generation problem as a LASSO optimization problem, and also propose a criterion about how to exploit these basic questions to help answer main question. Our method is evaluated on the challenging VQA dataset and yields state-of-the-art accuracy, 60.34% in open-ended task.

  12. Inferring Domain Plans in Question-Answering

    National Research Council Canada - National Science Library

    Pollack, Martha E

    1986-01-01

    The importance of plan inference in models of conversation has been widely noted in the computational-linguistics literature, and its incorporation in question-answering systems has enabled a range...

  13. One Answer to "What Is Calculus?"

    Science.gov (United States)

    Shilgalis, Thomas W.

    1979-01-01

    A number of questions are posed that can be answered with the aid of calculus. These include best value problems, best shape problems, problems involving integration, and growth and decay problems. (MP)

  14. VQABQ: Visual Question Answering by Basic Questions

    KAUST Repository

    Huang, Jia-Hong; Alfadly, Modar; Ghanem, Bernard

    2017-01-01

    Taking an image and question as the input of our method, it can output the text-based answer of the query question about the given image, so called Visual Question Answering (VQA). There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the basic questions of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question. We formulate the basic questions generation problem as a LASSO optimization problem, and also propose a criterion about how to exploit these basic questions to help answer main question. Our method is evaluated on the challenging VQA dataset and yields state-of-the-art accuracy, 60.34% in open-ended task.

  15. Dense Breasts: Answers to Commonly Asked Questions

    Science.gov (United States)

    ... Cancer Prevention Genetics of Breast & Gynecologic Cancers Breast Cancer Screening Research Dense Breasts: Answers to Commonly Asked Questions What are dense breasts? Breasts contain glandular, connective, and fat tissue. Breast density is a term that describes the ...

  16. Radiation protection in questions and answers

    International Nuclear Information System (INIS)

    Ewen, K.; Hoppe, G.

    1976-01-01

    An easily surveyable catalogue of questions is presented which is to make it easier for medical personnel to get acquainted with the basic knowledge according to the X-ray Ordinance and to acquire the expert knowledge in radiation protection. The catalogue is arranged according to different subjects. There are several alternative answers to every question. The right answer is given in the solution index (annex). (HP) [de

  17. Trends in socioeconomic inequalities in self-assessed health in 10 European countries

    DEFF Research Database (Denmark)

    Kunst, Anton E; Bos, Vivian; Lahelma, Eero

    2005-01-01

    BACKGROUND: Changes over time in inequalities in self-reported health are studied for increasingly more countries, but a comprehensive overview encompassing several countries is still lacking. The general aim of this article is to determine whether inequalities in self-assessed health in 10...... Germany, Austria, Italy, and Spain. The proportion of respondents with self-assessed health less than 'good' was measured in relation to educational level and income level. Inequalities were measured by means of age-standardized prevalence rates and odds ratios (ORs). RESULTS: Socioeconomic inequalities...... in self-assessed health showed a high degree of stability in European countries. For all countries together, the ORs comparing low with high educational levels remained stable for men (2.61 in the 1980s and 2.54 in the 1990s) but increased slightly for women (from 2.48 to 2.70). The ORs comparing extreme...

  18. Validity and reliability of self-assessed physical fitness using visual analogue scales

    DEFF Research Database (Denmark)

    Strøyer, Jesper; Essendrop, Morten; Jensen, Lone Donbaek

    2007-01-01

    To test the validity and reliability of self-assessed physical fitness samples included healthcare assistants working at a hospital (women=170, men=17), persons working with physically and mentally handicapped patients (women=530, men= 123), and two separate groups of healthcare students (a) women...... except for flexibility among men. The reliability was moderate to good (ICC = .62 - .80). Self-assessed aerobic fitness, muscle strength, and flexibility showed moderate construct validity and moderate to good reliability using visual analogues.......=91 and men=5 and (b) women=159 and men=10. Five components of physical fitness were self-assessed by Visual Analogue Scales with illustrations and verbal anchors for the extremes: aerobic fitness, muscle strength, endurance, flexibility, and balance. Convergent and divergent validity were evaluated...

  19. Self-assessment of Certified EFL Teachers in Central Sulawesi on Their Professional Competence

    Directory of Open Access Journals (Sweden)

    Anshari Syafar

    2014-06-01

    Full Text Available The study intends to describe the level of certified EFL teachers’ self-assessment of their competence to teach English. A cross-sectional survey design and systematic random sampling strategy were applied to take 227 research respondents. Questionnaire and interview were used for collecting data whereas frequency, percentage and descriptive statistics were employed to analyze the data. Most respondents self-rated their abilities to teach English at ‘competent’ and ‘strongly competent’ levels. Yet, their self-rating of English teaching competence did not match up with the re-sults of teacher competence test done by the government. Accordingly, the self-assessment should be endorsed with teaching performance assessment to have more reliable data for validating EFL teachers’ self-grading abilities in English teaching practices.  Key Words: self-assessment, teacher certification program, teacher standard of competence, certified EFL teachers, english teaching practices

  20. Self-Assessment of Nuclear Security Culture in Facilities and Activities. Technical Guidance

    International Nuclear Information System (INIS)

    2017-01-01

    The IAEA has developed a comprehensive methodology for evaluating nuclear security culture. When implemented by a State, this methodology will help to make nuclear security culture sustainable. It will also promote cooperation and the sharing of good practices related to nuclear security culture. This publication is the first guidance for assessing nuclear security culture and analysing its strengths and weaknesses within a facility or activity, or an organization. It reflects, within the context of assessment, the nuclear security culture model, principles and criteria set out in the Implementing Guide, IAEA Nuclear Security Series No. 7. This guidance will be useful for organizations and operating facilities in conducting the self-assessment of nuclear security culture by providing practical methods and tools. It will also help regulatory bodies and other competent authorities to understand the self-assessment methodology used by operators, encourage operators to start the self-assessment process or, if appropriate, conduct independent assessments of nuclear security culture.

  1. Evaluating the effect of learning style and student background on self-assessment accuracy

    Science.gov (United States)

    Alaoutinen, Satu

    2012-06-01

    This study evaluates a new taxonomy-based self-assessment scale and examines factors that affect assessment accuracy and course performance. The scale is based on Bloom's Revised Taxonomy and is evaluated by comparing students' self-assessment results with course performance in a programming course. Correlation has been used to reveal possible connections between student information and both self-assessment and course performance. The results show that students can place their knowledge along the taxonomy-based scale quite well and the scale seems to fit engineering students' learning style. Advanced students assess themselves more accurately than novices. The results also show that reflective students were better in programming than active. The scale used in this study gives a more objective picture of students' knowledge than general scales and with modifications it can be used in other classes than programming.

  2. Psychometric Analysis of the Work/Life Balance Self-Assessment Scale.

    Science.gov (United States)

    Smeltzer, Suzanne C; Cantrell, Mary Ann; Sharts-Hopko, Nancy C; Heverly, Mary Ann; Jenkinson, Amanda; Nthenge, Serah

    2016-01-01

    This study investigated the psychometric properties of the Work/Life Balance Self-Assessment scale among nurse faculty involved in doctoral education. A national random sample of 554 respondents completed the Work/Life Balance Self-Assessment scale, which addresses 3 factors: work interference with personal life (WIPL), personal life interference with work (PLIW), and work/personal life enhancement (WPLE). A principal components analysis with varimax rotation revealed 3 internally consistent aspects of work-life balance, explaining 40.5% of the variance. The Cronbach's alpha coefficients for reliability of the scale were .88 for the total scale and for the subscales, .93 (WIPL), .85 (PLIW), and .69 (WPLE). The Work/Life Balance Self-Assessment scale appears to be a reliable and valid instrument to examine work-life balance among nurse faculty.

  3. Nuclear utility self-assessment as viewed by the corporate nuclear safety committee

    International Nuclear Information System (INIS)

    Corcoran, W.R.

    1992-01-01

    This paper discusses how corporate nuclear safety committees use the principles of self-assessment to enhance nuclear power plant safety performance. Corporate nuclear safety committees function to advise the senior nuclear power executive on matters affecting nuclear safety. These committees are required by the administrative controls section of the plant technical specifications which are part of the final safety analysis report and the operating license. Committee membership includes senior utility executives, executives from sister utilities, utility senior technical experts, and outside consultants. Current corporate nuclear safety committees often have a finely tuned intuitive feel for self-assessment that they use to probe the underlying opportunities for quality and safety enhancements. The questions prompted by the self-assessment orientation enable the utility line organization members to gain better perspectives on the characteristics of the organizational systems that they manage and work in

  4. PENGARUH PEMAHAMAN WAJIB PAJAK ORANG PRIBADI TERHADAP PENERAPAN SELF ASSESSMENT SYSTEM PADA KPP PRATAMA GORONTALO

    Directory of Open Access Journals (Sweden)

    Bambang Supriyanto Po'oe

    2015-04-01

    Full Text Available This research aims to determine the influence of an individual taxpayer understanding of the Self Assessment System implementation on STO Gorontalo. The data in this study were taken from primary data through questionnaires. The number of samples used as subjects in this study were 100 individual taxpayer and using Convenience Sampling techniques. This study uses regression analysis simple.  The results showed that the understanding of the individual taxpayer has a significant effect on the implementation of Self Assessment System. The determination coefficient show that 19.8% understanding of individual taxpayers influence the application of the Self Assessment System and the remaining 80.2% is influenced by other variables outside this study.

  5. Self-assessment of the Nuclear Regulatory Authority of the Slovak Republic

    International Nuclear Information System (INIS)

    Husarcek, J.; Grebeciova, J.

    2006-01-01

    The major results are presented of the self-assessment procedure which was carried out by the Nuclear Regulatory Authority of the Slovak Republic (UJD) in 2005 based on the Common Assessment Framework (CAF) model. An overview is given of the most important preconditions and results and their interactions in the nine areas of assessment as follows: leadership, strategy and planning, human resource management, partnership and resources, process management and changes, customer and public oriented results, people results, society results, and key performance results. UJD's strengths and opportunities as emerged from the self-assessment are highlighted. The self-assessment process will be followed by the preparation and implementation of an Action Plan. (author)

  6. Self-assessment of ergonomics amongst dental students utilising photography: RCT.

    Science.gov (United States)

    Partido, B B; Wright, B M

    2018-03-02

    Dental professionals are at high risk of musculoskeletal disorders (MSDs) due to static working positions for extended periods of time. Musculoskeletal pain has been identified as early as during their entry-level dental education. The purpose of this study was to determine whether feedback involving photography and self-assessment would improve ergonomic scores and the accuracy of ergonomic self-assessments amongst dental students. The study involved a randomised control design of 135 dental students. At weeks 1 and 4, participants were photographed, and at weeks 1 through 4, participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks 2 and 3, participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were evaluated for ergonomic scores by two raters. A mixed-design ANOVA of ergonomic scores revealed that ergonomic scores improved for all students who received the ergonomics training (F(1,254)=17.41, P < .001). In addition, a mixed-design ANOVA of kappa coefficient values between student and rater scores revealed that the accuracy of self-assessments improved for all students who received the ergonomics training (F(1,127)=6.33, P < .05). The use of photographs and self-assessment provides dental and dental hygiene educators with a pragmatic method to improve self-assessment skills, increase student awareness of any postural deviations from ideal and improve musculoskeletal health. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  7. Utility of a Validated Rating Scale for Self-Assessment in Microsurgical Training.

    Science.gov (United States)

    Grant, Aaron L; Temple-Oberle, Claire

    The purpose of this study is to determine the utility of self-assessment in microsurgical training using a previously validated rating scale. A prospective study of surgical residents taking a hands-on 5-day microsurgical training course. Learners completed multiple self-assessments of their technical skills using the University of Western Ontario Microsurgical Acquisition/Assessment instrument. Simultaneously, preceptors assessed the learners using the same scale. Self-assessment and preceptor scores were compared using the Pearson correlation coefficient (PCC). There was a significant agreement noted between the 32 preceptor assessments and 36 self-assessments that were completed. Correlation between scores for the knot-tying (PCC = 0.62) and anastomosis modules (PCC = 0.77) was good and excellent, respectively. Preceptor scores and self-scores improved over the duration of the course: for preceptors, knot-tying scores increased from 58% on day 1 to 78% on day 5 (p = 0.02) and anastomosis scores improved from 56% to 82% (p = 0.004); for self-scores, knot-tying scores increased from 44% to 81% (p = 0.001) and anastomosis scores from 49% to 84% (p = 0.001). Learners with greater experience (higher postgraduate year level) tended to have higher self as well as preceptor ratings, albeit not statistically significant. Self-assessment using the University of Western Ontario Microsurgical Acquisition/Assessment instrument has good to excellent agreement with preceptor-assessment scores suggesting good interrater reliability. Self-assessment using such tools may, therefore, be used along with preceptor supervision and assessment to potentially improve self-directed learning during these courses. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  8. Self-assessment in laparoscopic surgical skills training: Is it reliable?

    Science.gov (United States)

    Ganni, Sandeep; Chmarra, Magdalena K; Goossens, Richard H M; Jakimowicz, Jack J

    2017-06-01

    The concept of self-assessment has been widely acclaimed for its role in the professional development cycle and self-regulation. In the field of medical education, self-assessment has been most used to evaluate the cognitive knowledge of students. The complexity of training and evaluation in laparoscopic surgery has previously acted as a barrier in determining the benefits self-assessment has to offer in comparison with other fields of medical education. Thirty-five surgical residents who attended the 2-day Laparoscopic Surgical Skills Grade 1 Level 1 curriculum were invited to participate from The Netherlands, India and Romania. The competency assessment tool (CAT) for laparoscopic cholecystectomy was used for self- and expert-assessment and the resulting distributions assessed. A comparison between the expert- and self-assessed aggregates of scores from the CAT agreed with previous studies. Uniquely to this study, the aggregates of individual sub-categories-'use of instruments'; 'tissue handling'; and errors 'within the component tasks' and the 'end product' from both self- and expert-assessments-were investigated. There was strong positive correlation (r s  > 0.5; p assessment in all categories with only the 'tissue handling' having a weaker correlation (r s  = 0.3; p = 0.04). The distribution of the mean of the differences between self-assessment and expert-assessment suggested no significant difference between the scores of experts and the residents in all categories except the 'end product' evaluation where the difference was significant (W = 119, p = 0.03). Self-assessment using the CAT form gives results that are consistently not different from expert-assessment when assessing one's proficiency in surgical skills. Areas where there was less agreement could be explained by variations in the level of training and understanding of the assessment criteria.

  9. Reliability and validity of a nutrition and physical activity environmental self-assessment for child care

    Directory of Open Access Journals (Sweden)

    Ammerman Alice S

    2007-07-01

    Full Text Available Abstract Background Few assessment instruments have examined the nutrition and physical activity environments in child care, and none are self-administered. Given the emerging focus on child care settings as a target for intervention, a valid and reliable measure of the nutrition and physical activity environment is needed. Methods To measure inter-rater reliability, 59 child care center directors and 109 staff completed the self-assessment concurrently, but independently. Three weeks later, a repeat self-assessment was completed by a sub-sample of 38 directors to assess test-retest reliability. To assess criterion validity, a researcher-administered environmental assessment was conducted at 69 centers and was compared to a self-assessment completed by the director. A weighted kappa test statistic and percent agreement were calculated to assess agreement for each question on the self-assessment. Results For inter-rater reliability, kappa statistics ranged from 0.20 to 1.00 across all questions. Test-retest reliability of the self-assessment yielded kappa statistics that ranged from 0.07 to 1.00. The inter-quartile kappa statistic ranges for inter-rater and test-retest reliability were 0.45 to 0.63 and 0.27 to 0.45, respectively. When percent agreement was calculated, questions ranged from 52.6% to 100% for inter-rater reliability and 34.3% to 100% for test-retest reliability. Kappa statistics for validity ranged from -0.01 to 0.79, with an inter-quartile range of 0.08 to 0.34. Percent agreement for validity ranged from 12.9% to 93.7%. Conclusion This study provides estimates of criterion validity, inter-rater reliability and test-retest reliability for an environmental nutrition and physical activity self-assessment instrument for child care. Results indicate that the self-assessment is a stable and reasonably accurate instrument for use with child care interventions. We therefore recommend the Nutrition and Physical Activity Self-Assessment for

  10. An ethics instrument in teacher training: the self-assessment model “i-SAPERI”

    Directory of Open Access Journals (Sweden)

    Laura Loti

    2016-07-01

    Full Text Available The purpose of this paper is to provide some ideas about the importance of self-assessment process in teacher training and its ethical value, taking as example the self-assessment model “i-SAPERI”.Uno strumento etico e deontologico per la formazione dei docenti: il modello di autovalutazione “i-SAPERI”Questo contributo intende proporre alcuni spunti di riflessione circa l’importanza del processo autovalutativo nel percorso di formazione e crescita professionale dei docenti e la sua valenza etica e deontologica, assumendo come esempio il modello di autovalutazione “i-SAPERI”. 

  11. The PP ampersand L Nuclear Department model for conducting self-assessments

    International Nuclear Information System (INIS)

    Murthy, M.L.R.; Vernick, H.R.; Male, A.M.; Burchill, W.E.

    1995-01-01

    The nuclear department of Pennsylvania Power ampersand Light Company (PP ampersand L) has initiated an aggressive, methodical, self-assessment program. Self-assessments are conducted to prevent problems, improve performance, and monitor results. The assessment activities are conducted by, or for, an individual having responsibility for performing the work being assessed. This individual, or customer, accepts ownership of the assessment effort and commits to implementing the recommendations agreed on during the assessment. This paper discusses the main elements of the assessment model developed by PP ampersand L and the results the model has achieved to date

  12. Measuring and decomposing inequity in self-reported morbidity and self-assessed health in Thailand

    Directory of Open Access Journals (Sweden)

    Sidorenko Alexandra

    2007-12-01

    Full Text Available Abstract Background In recent years, interest in the study of inequalities in health has not stopped at quantifying their magnitude; explaining the sources of inequalities has also become of great importance. This paper measures socioeconomic inequalities in self-reported morbidity and self-assessed health in Thailand, and the contributions of different population subgroups to those inequalities. Methods The Health and Welfare Survey 2003 conducted by the Thai National Statistical Office with 37,202 adult respondents is used for the analysis. The health outcomes of interest derive from three self-reported morbidity and two self-assessed health questions. Socioeconomic status is measured by adult-equivalent monthly income per household member. The concentration index (CI of ill health is used as a measure of socioeconomic health inequalities, and is subsequently decomposed into contributing factors. Results The CIs reveal inequality gradients disadvantageous to the poor for both self-reported morbidity and self-assessed health in Thailand. The magnitudes of these inequalities were higher for the self-assessed health outcomes than for the self-reported morbidity outcomes. Age and sex played significant roles in accounting for the inequality in reported chronic illness (33.7 percent of the total inequality observed, hospital admission (27.8 percent, and self-assessed deterioration of health compared to a year ago (31.9 percent. The effect of being female and aged 60 years or older was by far the strongest demographic determinant of inequality across all five types of health outcome. Having a low socioeconomic status as measured by income quintile, education and work status were the main contributors disadvantaging the poor in self-rated health compared to a year ago (47.1 percent and self-assessed health compared to peers (47.4 percent. Residence in the rural Northeast and rural North were the main regional contributors to inequality in self

  13. Developing an SSAC Self-Assessment Tool for Operators and Regulators

    Energy Technology Data Exchange (ETDEWEB)

    Frazar, Sarah L.; Innes-Jones, Gemma; Hamilton, Ian

    2017-07-17

    Enabling an SSAC to understand why it is performing inefficiently can help it allocate resources more effectively to better support IAEA safeguards implementation. In collaboration with international consulting firm, Environmental Resources Management (ERM) and a U.S. based nuclear fuel cycle facility, the Pacific Northwest National Laboratory (PNNL) has been developing a framework for a future self-assessment tool for nuclear operators and regulators. This paper will describe the effort to date, with particular emphasis on the steps the team took to align the framework with relevant IAEA self-assessment tools.

  14. Nursing Informatics Competencies: Psychometric Validation, Dissemination, and Maintenance of Self-Assessment Tool for Nurse Leaders.

    Science.gov (United States)

    Collins, Sarah

    2016-01-01

    Due to rapid advances in technology, HIT competencies for nursing leaders require frequent attention and updating from experts in the field to ensure relevance to nursing leaders' work. This workshop will target nursing informatics researchers and leaders to: 1) learn methods and findings from a study validating a Self-Assessment Scale for Nursing Informatics Competencies for Nurse Leaders, 2) generate awareness of the Self-Assessment scale, 3) discuss strategies for maintenance of competencies overtime and 4) identify strategies to engage nursing leaders in this pursuit.

  15. Development of a team-based framework for conducting self-assessment of Continuous Improvement

    DEFF Research Database (Denmark)

    Jørgensen, Frances; Gertsen, Frank; Boer, Harry

    2004-01-01

    The study presented in this article is based on two basic premises. First, successful continuous improvement (CI) is dependent on shop floor level involvement and participation in improvement efforts. Second, the term "self-assessment" clearly implies that those whose performance is being measured......, and who are involved in conducting the assessment process. Excerpts from longitudinal case studies in a single Danish manufacturing organization demonstrate how teams involved in the process of conducting self-assessment of CI developed a better understanding of the basic principles of CI. Furthermore...

  16. Self-assessment of the Nuclear Regulatory Authority of the Slovak Republic and a subsequent partner IAEA IRRS mission

    International Nuclear Information System (INIS)

    Husarcek, Jan

    2012-01-01

    A self-assessment exercise performed by the Nuclear Regulatory Authority of the Slovak Republic based on the IAEA Integrated Regulatory Review Service (IRRS) methodology, and the follow-up IAEA mission are described. The self-assessment methodology is outlined. The purpose, scope, area, content and process of the self-assessment are explained. The work done, the summary results of the IAEA IRRS mission, and proposed improvements are described. (orig.)

  17. Self-Assessment: A Review of the Literature and Pedagogical Strategies for Its Promotion in Dental Education.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Woldt, Janet L; Siruta-Austin, Kylie J

    2015-12-01

    In response to several publications drawing attention to self-assessment and revised Commission on Dental Accreditation standards that state graduates should possess and demonstrate the ability to self-assess, dental hygiene and pre-doctoral dental programs find themselves searching for ways in which to incorporate self-assessment practices into the curriculum. Research indicates that students are often not familiar with self-assessment strategies nor are they effective at self-assessment upon entering professional programs. Therefore, students must be taught strategies to self-assess and be given opportunities to practice and refine these skills. Opportunities to develop and demonstrate self-assessment skills can be incorporated across the curriculum at the classroom level and at the global level. Both the A.T. Still University Arizona School of Dentistry and Oral Health and the University of Missouri-Kansas City School of Dentistry utilize a capstone portfolio project to incorporate self-assessment throughout the curriculum. By combining artifacts from their dental and dental hygiene school experience with reflective writing essays, students can demonstrate attainment of program competencies. As more faculty members and students become involved and engaged in assessment strategies such as portfolios, they are also gaining a greater appreciation for the value of self-assessment. Copyright © 2015 The American Dental Hygienists’ Association.

  18. A Statistical Programme Assignment Model

    DEFF Research Database (Denmark)

    Rosholm, Michael; Staghøj, Jonas; Svarer, Michael

    When treatment effects of active labour market programmes are heterogeneous in an observable way  across the population, the allocation of the unemployed into different programmes becomes a particularly  important issue. In this paper, we present a statistical model designed to improve the present...... duration of unemployment spells may result if a statistical programme assignment model is introduced. We discuss several issues regarding the  plementation of such a system, especially the interplay between the statistical model and  case workers....

  19. An Internet Resource for Self-Assessment of Mental Health and Health Behavior: Development and Implementation of the Self-Assessment Kiosk.

    Science.gov (United States)

    Maunder, Robert G; Hunter, Jonathan J

    2018-05-16

    Standardized measurement of physical and mental health is useful for identification of health problems. Personalized feedback of the results can influence health behavior, and treatment outcomes can be improved by monitoring feedback over time. However, few resources are available that are free for users, provide feedback from validated measurement instruments, and measure a wide range of health domains. This study aimed to develop an internet self-assessment resource that fills the identified gap and collects data to generate and test hypotheses about health, to test its feasibility, and to describe the characteristics of its users. The Self-Assessment Kiosk was built using validated health measurement instruments and implemented on a commercial internet survey platform. Data regarding usage and the characteristics of users were collected over 54 weeks. The rate of accrual of new users, popularity of measurement domains, frequency with which multiple domains were selected for measurement, and characteristics of users who chose particular questionnaires were assessed. Of the 1435 visits, 441 (30.73%) were visiting for the first time, completed at least 1 measure, indicated that their responses were truthful, and consented to research. Growth in the number of users over time was approximately linear. Users were skewed toward old age and higher income and education. Most (53.9%, 234/434) reported at least 1 medical condition. The median number of questionnaires completed was 5. Internal reliability of most measures was good (Cronbach alpha>.70), with lower reliability for some subscales of coping (self-distraction alpha=.35, venting alpha=.50, acceptance alpha=.51) and personality (agreeableness alpha=.46, openness alpha=.45). The popular questionnaires measured depression (61.0%, 269/441), anxiety (60.5%, 267/441), attachment insecurity (54.2%, 239/441), and coping (46.0%, 203/441). Demographic characteristics somewhat influenced choice of instruments, accounting

  20. A note on ranking assignments using reoptimization

    DEFF Research Database (Denmark)

    Pedersen, Christian Roed; Nielsen, L.R.; Andersen, K.A.

    2005-01-01

    We consider the problem of ranking assignments according to cost in the classical linear assignment problem. An algorithm partitioning the set of possible assignments, as suggested by Murty, is presented where, for each partition, the optimal assignment is calculated using a new reoptimization...

  1. An algorithm for ranking assignments using reoptimization

    DEFF Research Database (Denmark)

    Pedersen, Christian Roed; Nielsen, Lars Relund; Andersen, Kim Allan

    2008-01-01

    We consider the problem of ranking assignments according to cost in the classical linear assignment problem. An algorithm partitioning the set of possible assignments, as suggested by Murty, is presented where, for each partition, the optimal assignment is calculated using a new reoptimization...... technique. Computational results for the new algorithm are presented...

  2. Interpreting Definitions of Public Relations: Self Assessment and a Symbolic Interactionism-Based Alternative.

    Science.gov (United States)

    Gordon, Joye C.

    1997-01-01

    Reviews several popular definitions of public relations; explicates the shared elements and assumptions inherent in these definitions. Presents an alternative conceptualization of public relations based upon Herbert Blumer's symbolic interactionism. Looks to stimulate questioning and self assessment and to introduce alternative goals, ideas, and…

  3. Quality indicators to self-assess the level of disaster preparedness.

    NARCIS (Netherlands)

    Spijkers, K.F.J.; Slottje, P.; Yzermans, C.J.

    2007-01-01

    Introduction: It impossible to predict when or where a disaster will happen next, or what its cause will be. This presentation describes an instrument that was developed to allow hospitals to self-assess their level of disaster preparedness and to prioritize areas for improvement for future disaster

  4. Quality Self Assessment: A Process of Course Team Development or Contrived Collegiality and Impression Management?

    Science.gov (United States)

    Boocock, Andrew

    2011-01-01

    Ethnographic research in an FE College (College X) between 2000 and 2005 was designed to uncover the extent to which quality self-assessment processes had effectively utilised productive motivational inputs (i.e. lecturer self-interest, intrinsic motivation, altruism and tacit knowledge) in line with New Labour's agenda of improved skills in…

  5. Self Assessment in Schizophrenia: Accuracy of Evaluation of Cognition and Everyday Functioning

    Science.gov (United States)

    Gould, Felicia; McGuire, Laura Stone; Durand, Dante; Sabbag, Samir; Larrauri, Carlos; Patterson, Thomas L.; Twamley, Elizabeth W.; Harvey, Philip D.

    2015-01-01

    Objective Self-assessment deficits, often referred to as impaired insight or unawareness of illness, are well established in people with schizophrenia. There are multiple levels of awareness, including awareness of symptoms, functional deficits, cognitive impairments, and the ability to monitor cognitive and functional performance in an ongoing manner. The present study aimed to evaluate the comparative predictive value of each aspect of awareness on the levels of everyday functioning in people with schizophrenia. Method We examined multiple aspects of self-assessment of functioning in 214 people with schizophrenia. We also collected information on everyday functioning rated by high contact clinicians and examined the importance of self-assessment for the prediction of real world functional outcomes. The relative impact of performance based measures of cognition, functional capacity, and metacognitive performance on everyday functioning was also examined. Results Misestimation of ability emerged as the strongest predictor of real world functioning and exceeded the influences of cognitive performance, functional capacity performance, and performance-based assessment of metacognitive monitoring. The relative contribution of the factors other than self-assessment varied according to which domain of everyday functioning was being examined, but in all cases, accounted for less predictive variance. Conclusions These results underscore the functional impact of misestimating one’s current functioning and relative level of ability. These findings are consistent with the use of insight-focused treatments and compensatory strategies designed to increase self-awareness in multiple functional domains. PMID:25643212

  6. Self-assessment in schizophrenia: Accuracy of evaluation of cognition and everyday functioning.

    Science.gov (United States)

    Gould, Felicia; McGuire, Laura Stone; Durand, Dante; Sabbag, Samir; Larrauri, Carlos; Patterson, Thomas L; Twamley, Elizabeth W; Harvey, Philip D

    2015-09-01

    Self-assessment deficits, often referred to as impaired insight or unawareness of illness, are well established in people with schizophrenia. There are multiple levels of awareness, including awareness of symptoms, functional deficits, cognitive impairments, and the ability to monitor cognitive and functional performance in an ongoing manner. The present study aimed to evaluate the comparative predictive value of each aspect of awareness on the levels of everyday functioning in people with schizophrenia. We examined multiple aspects of self-assessment of functioning in 214 people with schizophrenia. We also collected information on everyday functioning rated by high contact clinicians and examined the importance of self-assessment for the prediction of real-world functional outcomes. The relative impact of performance-based measures of cognition, functional capacity, and metacognitive performance on everyday functioning was also examined. Misestimation of ability emerged as the strongest predictor of real-world functioning and exceeded the influences of cognitive performance, functional capacity performance, and performance-based assessment of metacognitive monitoring. The relative contribution of the factors other than self-assessment varied according to which domain of everyday functioning was being examined, but, in all cases, accounted for less predictive variance. These results underscore the functional impact of misestimating one's current functioning and relative level of ability. These findings are consistent with the use of insight-focused treatments and compensatory strategies designed to increase self-awareness in multiple functional domains. (c) 2015 APA, all rights reserved).

  7. Examining the Reliability and Validity of the Effective Behavior Support Self-Assessment Survey

    Science.gov (United States)

    Solomon, Benjamin G.; Tobin, Kevin G.; Schutte, Gregory M.

    2015-01-01

    The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner, & Todd, 2003) is designed to measure perceived Positive Behavior Interventions and Supports (PBIS) implementation and identify priorities for improvement. Despite its longevity, little published research exists documenting its reliability or validity for these purposes.…

  8. Application of self-assessment in the nuclear fuel supply activities of Siemens AG

    International Nuclear Information System (INIS)

    Nilson, F.; Schaule, B.

    2000-01-01

    The quality of fuel assemblies supplied to our customers is defined by more than just their expected functionality (performance) during reactor operation and beyond but also by their cost (price) and the timeliness of their supply (including related services). This perspective implies a comprehensive view of the quality of business, - the same focus that the IAEA Code, Basic Requirement 9, addresses regarding management self-assessment. Siemens has adopted a comprehensive management philosophy in the Nuclear Fuels Business in the early Nineties under the header of 'TQM' that is similar to the one mentioned above. For this approach we found valuable guidance in the Business Excellence model of the European Foundation for Quality Management (EFQM) which is comparable to the self-assessment criteria listed by IAEA. In this contribution we are presenting examples and experiences of how such system of self-assessment and continuous improvement was implemented by senior management. Our experience of more than 6 years of TQM and 4 years of self-assessment yielded an increasing alignment and focus of our organization and all its members on the continuous improvement of our processes (business, management and support) - on the way to a learning organization. (author)

  9. Universidad de Chile: Self-Assessment and Its Effects on University's Management

    Science.gov (United States)

    Busco, Carolina; Dooner, Cecilia; d'Alencon, Andrés

    2018-01-01

    This paper presents a brief approach to the results of a case study of a university within the Chilean higher education system, focusing on the effects of self-assessment on the university's management of undergraduate and postgraduate programs from 2011 to 2014. The research hypothesis is that the university's management, as a dependent variable,…

  10. Food Sanitation and Safety Self-assessment Instrument for Family Day-Care Homes.

    Science.gov (United States)

    1990

    This self-assessment instrument for family day care providers is designed to help caregivers provide safe food to children. The eight sections of the instrument, presented in checklist format, concern: (1) personal hygiene; (2) purchasing and inspecting of food; (3) food storage; (4) kitchen equipment; (5) food preparation; (6) infant food…

  11. School Health Index: A Self-Assessment and Planning Guide. Middle School/High School.

    Science.gov (United States)

    Barrios, Lisa C.; Burgeson, Charlene R.; Crossett, Linda; Harrykissoon, Samantha D.; Pritzl, Jane; Wechsler, Howell; Kuester, Sarah A.; Pederson, Linda; Graffunder, Corinne; Rainford, Neil; Sleet, David

    2004-01-01

    The "School Health Index" is a self-assessment and planning guide that will enable schools to: (1) identify the strengths and weaknesses of school policies and programs for promoting health and safety; (2) develop an action plan for improving student health and safety, and (3) involve teachers, parents, students, and the community in improving…

  12. Features of assessment learners use to make informed self-assessments of clinical performance.

    NARCIS (Netherlands)

    Sargeant, J.; Eva, K.W.; Armson, H.; Chesluk, B.; Dornan, T.; Holmboe, E.; Lockyer, J.M.; Loney, E.; Mann, K.V.; Vleuten, C.P.M. van der

    2011-01-01

    CONTEXT: Conceptualisations of self-assessment are changing as its role in professional development comes to be viewed more broadly as needing to be both externally and internally informed through activities that enable access to and the interpretation and integration of data from external sources.

  13. Student Self-Assessment Practices: The Role of Gender, School Level and Goal Orientation

    Science.gov (United States)

    Yan, Zi

    2018-01-01

    The purpose of this study was to examine the effects of the key demographic variables of gender, school level and goal orientation on students' self-assessment practices, including self-directed feedback seeking (SDFS) and self-reflection (SR). A total of 8843 Hong Kong students were surveyed, ranging from Primary 4 to Secondary 6. The results…

  14. Environment, Safety, and Health (ES&H) self-assessment guide

    Energy Technology Data Exchange (ETDEWEB)

    Reese, R.T.; Golden, N.L.; Romero, J.R.; Yesner, S.

    1997-06-01

    This document has been prepared as a guide for conducting self-assessments of ES&H functional programs and organizational (line) implementation of these programs. This guide is intended for use by individuals and/or teams involved in or familiar with ES&H programs and line operations (e.g., the {open_quotes}self{close_quotes}in self-assessment). Essential elements of the self-assessment process are described including: schedule and priorities, scope and approach, assessment criteria (e.g., performance objectives and measures), information gathering and analysis techniques, and documentation of planning efforts and results. The appendices in this guide include: (1) an assessment prioritization process, (2) generic performance objectives for line implementation and for ES&H functional programs, (3) sources for ES&H assessment information, (4) systemic factors (developed for SNL`s root cause analysis program), (5) Lockheed Martin audit questions for management systems, compliance and validation, and specific areas and concerns, (6) DOE facility representatives checklist, and (7) assessment tools and resources developed at SNL and other DOE/Lockheed Martin sites. This document is a product of the efforts associated with the SNL ES&H Oversight Pilot Project conducted from June 1995 to January 1997. This Pilot was part of the overall initiative by DOE to reduce burdensome agency oversight by placing greater reliance on contractor self-assessment.

  15. Smartphone-Based Self-Assessment of Stress in Healthy Adult Individuals

    DEFF Research Database (Denmark)

    Þórarinsdóttir, Helga; Kessing, Lars Vedel; Faurholt-Jepsen, Maria

    2017-01-01

    BACKGROUND: Stress is a common experience in today's society. Smartphone ownership is widespread, and smartphones can be used to monitor health and well-being. Smartphone-based self-assessment of stress can be done in naturalistic settings and may potentially reflect real-time stress level...

  16. 78 FR 54956 - Agency Information Collection (Open Burn Pit Registry Airborne Hazard Self-Assessment...

    Science.gov (United States)

    2013-09-06

    ...: Open Burn Pit Registry Airborne Hazard Self-Assessment Questionnaire, VA Form 10-10066. Type of Review... services to Open Burn Pit Registry participants and improve VA's ability to understand the health effects... DEPARTMENT OF VETERANS AFFAIRS [OMB Control No. 2900-NEW] Agency Information Collection (Open Burn...

  17. 78 FR 44625 - Proposed Information Collection (Open Burn Pit Registry Airborne Hazard Self-Assessment...

    Science.gov (United States)

    2013-07-24

    ... DEPARTMENT OF VETERANS AFFAIRS Proposed Information Collection (Open Burn Pit Registry Airborne... to ``OMB Control No. 2900--NEW, Open Burn Pit Registry Airborne Hazard Self-Assessment Questionnaire... health effects of service members' exposure to toxic airborne chemicals and fumes caused by open burn...

  18. Exploring the Divergence between Self-Assessment and Self-Monitoring

    Science.gov (United States)

    Eva, Kevin W.; Regehr, Glenn

    2011-01-01

    Many models of professional self-regulation call upon individual practitioners to take responsibility both for identifying the limits of their own skills and for redressing their identified limits through continuing professional development activities. Despite these expectations, a considerable literature in the domain of self-assessment has…

  19. Development of Critical Thinking Self-Assessment System Using Wearable Device

    Science.gov (United States)

    Gotoh, Yasushi

    2015-01-01

    In this research the author defines critical thinking as skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of meta-cognitive activities on one's own problem-solving processes. The author focuses on providing meta-cognitive knowledge to help with self-assessment. To develop…

  20. Video Review in Self-Assessment of Pharmacy Students' Communication Skills

    Science.gov (United States)

    Volino, Lucio R.; Das, Rolee Pathak

    2014-01-01

    The objectives of this study were to develop a student self-assessment activity of a video-recorded counseling session and evaluate its impact on student self-perceptions of specific communication skills. This activity was incorporated into a core-communications course within the third professional year of a Doctor of Pharmacy curriculum. Student…

  1. The internal consistency and validity of the Self-assessment Parkinson's Disease Disability Scale.

    NARCIS (Netherlands)

    Biemans, M.A.J.E.; Dekker, J.; Woude, L.H.V. van der

    2001-01-01

    OBJECTIVE: To test the consistency and validity of the Self-assessment Parkinson's Disease Disability Scale in patients with Parkinson's disease living at home. DESIGN: Patients with Parkinson's disease responded to a set of questionnaires. In addition, an observation of the performance of daily

  2. Internal consistency and validity of the self-assessment Parkinson's Disease disability scale. Abstract.

    NARCIS (Netherlands)

    Dekker, J.; Biemans, M.A.J.E.; Woude, L.H.V. van der

    2000-01-01

    OBJECTIVE: To test the consistency and validity of the Self-assessment Parkinson's Disease Disability Scale in patients with Parkinson's disease living at home. DESIGN: Patients with Parkinson's disease responded to a set of questionnaires. In addition, an observation of the performance of daily

  3. Extensivering van de begeleiding door het inzetten van peer- en self-assessment in IMTO

    NARCIS (Netherlands)

    Joosten-ten Brinke, Desirée

    2011-01-01

    Joosten-ten Brinke, D. (2011). Extensivering van de begeleiding door het inzetten van peer- en self-Assessment in IMTO. In E. Bakker, W. Giesbertz, J. von Grumbkow, & T. Houtmans (Red.), Ontwikkeling van de onderzoekscompetentie aan de Open Universiteit (pp. 121-128). Heerlen: Open universiteit.

  4. Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

    Science.gov (United States)

    Maderick, Joseph Andrew

    2013-01-01

    Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

  5. The Effect of Self-Assessment on EFL Learners' Self-Efficacy

    Science.gov (United States)

    Baleghizadeh, Sasan; Masoun, Atieh

    2013-01-01

    This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners' self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants' self-efficacy was measured through a questionnaire that was the same…

  6. Procedural advice on self-assessment and task selection in learner-controlled education

    NARCIS (Netherlands)

    Taminiau, Bettine; Corbalan, Gemma; Kester, Liesbeth; Van Merriënboer, Jeroen; Kirschner, Paul A.

    2011-01-01

    Taminiau, E. M. C., Corbalan, G., Kester, L., Van Merriënboer, J. J. G., & Kirschner, P. A. (2010, March). Procedural advice on self-assessment and task selection in learner-controlled education. Presentation at the ICO Springschool, Niederalteich, Germany.

  7. Self-Assessment in the REAP Tutor: Knowledge, Interest, Motivation, & Learning

    Science.gov (United States)

    Dela Rosa, Kevin; Eskenazi, Maxine

    2013-01-01

    Self-assessment questionnaires have long been used in tutoring systems to help researchers measure and evaluate various aspects of a student's performance during learning activities. In this paper, we chronicle the efforts made in the REAP project, a language tutor developed to teach vocabulary to ESL students through reading activities, to…

  8. The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

    Science.gov (United States)

    Hatami, Ali

    2015-01-01

    In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…

  9. Drawing students' attention to relevant assessment criteria: effects on self-assessment skills and performance

    NARCIS (Netherlands)

    Fastré, Greet; Van der Klink, Marcel; Sluijsmans, Dominique; Van Merriënboer, Jeroen

    2012-01-01

    Fastré, G. M. J., Van der Klink, M. R., Sluijsmans, D., & Van Merriënboer, J. J. G. (2012). Drawing students’ attention to relevant assessment criteria: effects on self-assessment skills and performance. Journal of Vocational Education & Training, 64(2), 185-198. doi:10.1080/13636820.2011.630537

  10. Depression in Schizophrenia: Associations With Cognition, Functional Capacity, Everyday Functioning, and Self-Assessment.

    Science.gov (United States)

    Harvey, Philip D; Twamley, Elizabeth W; Pinkham, Amy E; Depp, Colin A; Patterson, Thomas L

    2017-05-01

    Depressed mood has a complex relationship with self-evaluation of personal competence in multiple populations. The absence of depression may be associated with overestimation of abilities, while mild depression seems to lead to accurate self-assessment. Significant depression may lead to underestimation of functioning. In this study, we expand on our previous work by directly comparing the association between different levels of depression, everyday functioning, cognitive and functional capacity performance, and self-assessment of everyday functioning in a large (n = 406) sample of outpatients with schizophrenia. Participants with very low self-reported depression overestimated their everyday functioning compared with informant reports. Higher levels of depression were associated with more accurate self-assessment, but no subgroup of patients underestimated their functioning. Depressive symptom severity was associated with poorer informant-rated social functioning, but there were no differences in vocational functioning, everyday activities, cognitive performance, and functional capacity associated with the severity of self-reported depression. There was minimal evidence of impact of depression on most aspects of everyday functioning and objective test performance and a substantial relationship between depression and accuracy of self-assessment. © The Author 2016. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

  11. Design guidelines for self-assessment support for adult academic distance learning

    NARCIS (Netherlands)

    Menendez Blanco, Maria; Van der Veer, Gerrit; Benvenuti, Laura; Kirschner, Paul A.

    2011-01-01

    Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198).

  12. QTI for self-assessment and embeddedassessment in competence oriented scenarios: The Agora Case

    NARCIS (Netherlands)

    Santos, Patricia; Llobet, Wenceslao; Hernández-Leo, Davinia; Blat, Josep

    2009-01-01

    Santos, P., Llobet, W., Hernández-Leo, D., & Blat J. (2009). QTI for self-assessment and embeddedassessment in competence oriented scenarios: The Agora Case. Proceedings of the International Conference on Intelligent Networking and Collaborative Systems (INCoS 2009). November, 4-6, 2009, Barcelona,

  13. Student Self-Assessment and Multisource Feedback Assessment: Exploring Benefits, Limitations, and Remedies

    Science.gov (United States)

    Taylor, Scott N.

    2014-01-01

    It has become common practice for management students to participate in some sort of self-assessment or multisource feedback assessment (MSF; also called 360-degree assessment or multirater assessment) during their management degree program. These assessments provide students invaluable feedback about themselves and assist students in their…

  14. Procedural advice on self-assessment and task selection in learner-controlled education

    NARCIS (Netherlands)

    Taminiau, Bettine; Kester, Liesbeth; Corbalan, Gemma; Van Merriënboer, Jeroen; Kirschner, Paul A.

    2010-01-01

    Taminiau, E. M. C., Kester, L., Corbalan, G., Van Merriënboer, J. J. G., & Kirschner, P. A. (2010, July). Procedural advice on self-assessment and task selection in learner-controlled education. Paper presented at the Junior Researchers of EARLI Conference 2010, Frankfurt, Germany.

  15. Self-Assessment of Video-Recorded Presentations: Does It Improve Skills?

    Science.gov (United States)

    Ritchie, Sian M.

    2016-01-01

    The opportunity to give oral presentations is important because it helps develop skills that are necessary for many aspects of professional careers. Competencies for oral presentations include appropriate content, design and organization of the presentation, and delivery skills. Self-assessment has been shown to help students develop…

  16. Peer and Self-Assessment Applied to Oral Presentations from a Multidisciplinary Perspective

    Science.gov (United States)

    Suñol, Joan Josep; Arbat, Gerard; Pujol, Joan; Feliu, Lidia; Fraguell, Rosa Maria; Planas-Lladó, Anna

    2016-01-01

    This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students' peer and…

  17. Factors influencing medical students' self-assessment of examination performance accuracy: A United Arab Emirates study.

    Science.gov (United States)

    Shaban, Sami; Aburawi, Elhadi H; Elzubeir, Khalifa; Elango, Sambandam; El-Zubeir, Margaret

    2016-01-01

    Assessment of one's academic capabilities is essential to being an effective, self-directed, life-long learner. The primary objective of this study was to analyze self-assessment accuracy of medical students attending the College of Medicine and Health Sciences, United Arab Emirates University, by examining their ability to assess their own performance on an MCQ examination. 1 st and 2 nd year medical students (n = 235) self-assessed pre and post-examination performance were compared with objectively measured scores (actual examination performance). Associations between accuracy of score prediction (pre and post assessment), and students' gender, year of education, perceived preparation, confidence and anxiety were also determined. Expected mark correlated significantly with objectively assessed marks (r = 0.407; P self-assessment accuracy. Findings reinforce existing evidence indicating that medical students are poor self-assessors. There are potentially multiple explanations for misjudgment of this multidimensional construct that require further investigation and change in learning cultures. The study offers clear targets for change aimed at optimizing self-assessment capabilities.

  18. How and when will self-assessment improve maintenance of CANDU plants - evaluator's view

    International Nuclear Information System (INIS)

    Mika, K.

    1997-01-01

    Learning organizations use self-evaluation programs to compare their actual performance with their management's expectations and industry standards. In general, self-evaluations identify areas needing improvement. Self-evaluation activities in maintenance departments include self-assessments, management monitoring observations, root cause analyses, event investigations, benchmarking, use of operating experience, self-checking, and problem reporting systems. In Ontario Hydro Nuclear (OHN) we have used almost all forms of self-evaluation with mixed success. However, we did not use self-assessments. With emphasis on excellent maintenance this powerful form of self-evaluation is being introduced to all our plants. Because of its recency and relative inexperience with it, this paper is focused on self-assessment. The paper provides the author's perspective on how a self-assessment program would be evaluated by an independent internal evaluation and what attributes should be in place in order for maintenance departments to succeed in the implementation and successful continuation of the program. (author)

  19. Self-SALP/self-assessment at Calvert Cliffs nuclear power plant

    International Nuclear Information System (INIS)

    Pieringer, P.; Slider, J.E.

    1992-01-01

    In recent years, utilities have undertaken various forms of self-assessment. These methods have as their goal early detection of weaknesses in plan performance to permit timely corrective action. Ideally, self-assessment methods identify problems at a lower threshold than do outside agencies, such as the US Nuclear Regulatory Commission (NRC) and the Institute of Nuclear Power Operations (INPO). One of the more popular methods of self-assessment has been the self-SALP (systematic assessment of licensee performance). This method emulates the procedures of the NRC's SALP to render a subjective, overall assessment of performance. The experience of Baltimore Gas and Electric Company (BG and E) in applying self-SALP methods at its Calvert Cliffs nuclear power plant (CCNPP) provides insights useful to other utilities considering use of self-SALP methods. The factors leading to BG and E's decision to use a different approach may help others evaluate their self-assessment choices. This paper summarizes BG and E's experience with self-SALP methods and describes the methods that will be used to evaluate performance in the future

  20. Self-Assessing of the Emotional Intelligence and Organizational Intelligence in Schools

    Science.gov (United States)

    Dagiene, Valentina; Juškeviciene, Anita; Carneiro, Roberto; Child, Camilla; Cullen, Joe

    2015-01-01

    The paper presents the results of an evaluation of the Emotional Intelligence (EI) and Organisational Intelligence (OI) competences self-assessment tools developed and applied by the IGUANA project. In the paper Emotional Intelligence and Organisational Intelligence competences are discussed, their use in action research experiments to assess and…

  1. Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool

    Science.gov (United States)

    Thomas, Gary; Darayan, Shahryar

    2018-01-01

    Every engineering, computing, and engineering technology program accredited by the Accreditation Board for Engineering and Technology (ABET) has formulated many and varied self-assessment methods. Methods used to assess a program for ABET accreditation and continuous improvement are for keeping programs current with academic and industrial…

  2. Self-Assessment of Distance Education Institutions: Identification of Parameters for Programme Assessment.

    Science.gov (United States)

    Rausaria, R. R.; Lele, Nalini A.

    2002-01-01

    Identifies and explains the parameters relevant for self-assessment and accreditation of programs in distance mode institutions. Discusses general perspectives on quality; defining quality in higher education and in open learning and distance education modes; organization structure of open universities; measurement of quality; parameters for…

  3. The Effects of Performance-Based Assessment Criteria on Student Performance and Self-Assessment Skills

    Science.gov (United States)

    Fastre, Greet Mia Jos; van der Klink, Marcel R.; van Merrienboer, Jeroen J. G.

    2010-01-01

    This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based…

  4. Exploring Academic Achievement in Males Trained in Self-Assessment Skills

    Science.gov (United States)

    McDonald, Betty

    2009-01-01

    This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school…

  5. The effects of performance-based assessment criteria on student performance and self-assessment skills

    NARCIS (Netherlands)

    Fastré, Greet; Van der Klink, Marcel; Van Merriënboer, Jeroen

    2010-01-01

    Fastré, G. M. J., Van der Klink, M. R., & Van Merriënboer, J. J. G. (2010). The effects of performance-based assessment criteria on student performance and self-assessment skills. Advances in Health Science Education, 15(4), 517-532.

  6. Promoting Physicians' Self-Assessment and Quality Improvement: The ABIM Diabetes Practice Improvement Module

    Science.gov (United States)

    Holmboe, Eric S.; Meehan, Thomas P.; Lynn, Lorna; Doyle, Paula; Sherwin, Tierney; Duffy, F. Daniel

    2006-01-01

    Introduction: The American Board of Internal Medicine (ABIM) recognized that certification and recertification must be based on an assessment of performance in practice as well as an examination of medical knowledge. Physician self-assessment of practice performance is proposed as one method that certification boards may use to evaluate competence…

  7. 77 FR 68795 - Protected Critical Infrastructure Information (PCII) Office Self-Assessment Questionnaire

    Science.gov (United States)

    2012-11-16

    ... Information (PCII) Office Self- Assessment Questionnaire AGENCY: National Protection and Programs Directorate... received will be posted without alteration at http://www.regulations.gov , including any personal...). This questionnaire is designed to gather information from PCII Officers that will be used by the NPPD...

  8. Quantitative self-assessment of exposure to solvents among shoe repair men

    NARCIS (Netherlands)

    Hertsenberg, S.; Brouwer, D.; Lurvink, M.; Rubingh, C.; Rijnders, E.; Tielemans, E.

    2007-01-01

    Self-assessment of exposure (SAE) refers to any exposure assessment methodology wherein the worker takes an active role in establishing his or her exposure status. The objective of this study was to investigate the reliability and feasibility of SAE approaches among shoe repair workers collecting

  9. Vocational Education Students' Generic Working Life Competencies: Developing a Self-Assessment Instrument

    Science.gov (United States)

    Kyndt, Eva; Janssens, Ine; Coertjens, Liesje; Gijbels, David; Donche, Vincent; Van Petegem, Peter

    2014-01-01

    The current study reports on the process of developing a self-assessment instrument for vocational education students' generic working life competencies. The instrument was developed based on a competence framework and in close collaboration with several vocational education teachers and intermediary organisations offering various human…

  10. Self-Assessment, Preparation and Response Time on a Computerized Oral Proficiency Test

    Science.gov (United States)

    Malabonga, Valerie; Kenyon, Dorry M.; Carpenter, Helen

    2005-01-01

    Two studies investigated technical aspects of a computer-mediated test, the Computerized Oral Proficiency Instrument (COPI), particularly in contrast to a similar tape-mediated test, the Simulated Oral Proficiency Interview (SOPI). The first study investigated how examinees used self-assessment to choose an appropriate starting level on the COPI.…

  11. Teachers' Use of a Self-Assessment Procedure: The Role of Criteria, Standards, Feedback and Reflection

    Science.gov (United States)

    van Diggelen, Migchiel; den Brok, Perry; Beijaard, Douwe

    2013-01-01

    This article reports on the way teachers assess their own coaching competencies regarding the development of vocational education students' reflection skills. The participating teachers used a self-assessment procedure in which they had to judge themselves with the help of criteria and standards, received feedback from a colleague based on the…

  12. Teachers' use of a self-assessment procedure : the role of criteria, standards, feedback and reflection

    NARCIS (Netherlands)

    Diggelen, van M.R.; Brok, den P.J.; Beijaard, D.

    2013-01-01

    This article reports on the way teachers assess their own coaching competencies regarding the development of vocational education students’ reflection skills. The participating teachers used a self-assessment procedure in which they had to judge themselves with the help of criteria and standards,

  13. Human Capital: A Self-Assessment Checklist for Agency Leaders. Version 1.

    Science.gov (United States)

    Comptroller General of the U.S., Washington, DC.

    This document presents and discusses a self-assessment checklist that the General Accounting Office (GAO) developed to enable agency leaders to examine their human capital efforts through a process consisting of the following stages: analyze and plan; implement change; and evaluate and continuously improve. The preface defines the term "human…

  14. Science for common entrance physics : answers

    CERN Document Server

    Pickering, W R

    2015-01-01

    This book contains answers to all exercises featured in the accompanying textbook Science for Common Entrance: Physics , which covers every Level 1 and 2 topic in the ISEB 13+ Physics Common Entrance exam syllabus. - Clean, clear layout for easy marking. - Includes examples of high-scoring answers with diagrams and workings. - Suitable for ISEB 13+ Mathematics Common Entrance exams taken from Autumn 2017 onwards. Also available to purchase from the Galore Park website www.galorepark.co.uk :. - Science for Common Entrance: Physics. - Science for Common Entrance: Biology. - Science for Common En

  15. Self-assessment and woman’s health control location after gynaecological operations

    Directory of Open Access Journals (Sweden)

    Angelina Rogala

    2016-07-01

    Full Text Available Introduction: Surgical treatment in gynaecology has a specific influence on a woman’s life and has a psychological effect because of the organs involved. Self-assessment and women’s health control location after gynaecological operation determine the treatment and rehabilitation process. Aim of the research : Self-assessment and women’s health control location after gynaecological operation evaluation was the aim of this study. Material and methods : There were 167 women after gynaecological treatment evaluated. Patients were registered in the Obstetrics and Gynaecology department and the Gynaecology outpatient Clinic in Chełm Public Specialist Hospital. MHCL version B scale with polish adaptation (Z. Juszyński and sociodemographic, self-evaluation, and health control questionnaires created by the authors were used. This analysis used Kołmogorow-Smirnow, U Mann-Whitney and Kruskal-Wallis tests. Confidence intervals of p < 0.05 and p < 0.01 were established. IBM SPSS Statistics software was used. Results and conclusions : Most of the women after their gynaecological operations (61.1% revealed their health perception as good and only one (0.6% as poor. Over half of the patients self-assessed themselves as a valuable person (56.3% and womanlike (55.1%, whilst a small number of patients stated as not attractive, impoverished, worse than others, useless, or worthless. The highest self-assessment scores were from women in early stages after their operation, e.g. from one month to one year after treatment (M = 14.95. MHLC scale analysis showed that most of the patients overbalanced internal health self-control (M = 25.33, indicating that life control is dependent on the patient. Respondents who stated their health status as poor in every health control scale had higher results. Age and education had a significant influence on the MHCL and self-assessment scales (p < 0.001.

  16. Comparison of differences in performance evaluation of faculty by students with faculty's self-assessment.

    Science.gov (United States)

    Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh

    2014-07-01

    The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.

  17. Associations between self-assessed masticatory disability and health of community-residing elderly people.

    Science.gov (United States)

    Nakanishi, N; Hino, Y; Ida, O; Fukuda, H; Shinsho, F; Tatara, K

    1999-10-01

    To examine the relationship between the self-assessed masticatory disability and the health of community-residing older people. Of 1473 randomly selected people aged 65 years and older living in Settsu, Osaka Prefecture, in October 1992, data on general health status, history of health management, psychosocial conditions, and dental conditions were obtained from 1405 people by interviews made during home visits. Follow-up for 54 months was completed for 1306 subjects (93.0%; 1072 living, 234 deceased). Being over 75 years of age, having poor general health and poor dental status, not using dental health checks, not using general health checks, not participating in social activities, not feeling that life is worth living (no "ikigai"), and feeling anxious about the future were univariately and significantly associated with self-assessed masticatory disability. Logistic regression analyses indicated that being older than 75 years, having poor general health and poor dental status, not using dental health checks, and not participating in social activities were independently associated with self-assessed masticatory disability. The Cox proportional hazards model showed that being male, over 75 years of age, and in poor general health, as well as not using general health checks, and not participating in social activities were independently associated with mortality. Self-assessed masticatory disability was univariately and significantly related to mortality, but by itself was not a significant risk factor for mortality, because of the potential influence of other variables. Certain health and psychosocial factors are closely associated with self-assessed masticatory disability among older people. Further investigations are needed to determine whether masticatory disability is a significant risk factor for mortality.

  18. Illustrating answers: an evaluation of automatically retrieved illustrations of answers to medical questions

    NARCIS (Netherlands)

    Bosma, W.E.; Theune, Mariet; van Hooijdonk, C.M.J.; Krahmer, E.; Maes, F.

    In this paper we discuss and evaluate a method for automatic text illustration, applied to answers to medical questions. Our method for selecting illustrations is based on the idea that similarities between the answers and picture-related text (the picture’s caption or the section/paragraph that

  19. 29 CFR 1921.4 - Answer.

    Science.gov (United States)

    2010-07-01

    ... Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) RULES OF PRACTICE IN ENFORCEMENT PROCEEDINGS UNDER SECTION 41 OF THE LONGSHOREMEN'S AND HARBOR WORKERS' COMPENSATION ACT Prehearing Procedures § 1921.4 Answer. (a) Filing and service. Within 14 days after the...

  20. Mathematics for common entrance two answers

    CERN Document Server

    Alexander, Serena

    2015-01-01

    Enables efficient assessment of pupils' performance at Levels 1 and 2 of the ISEB 13+ Common Entrance syllabus. Clear layout saves time marking work and identifies areas requiring further attention. Includes diagrams and working where necessary, to demonstrate how to present high-scoring answers in Level 1 and 2 exams.

  1. Question-answer sequences in survey interviews

    NARCIS (Netherlands)

    Dijkstra, W.; Ongena, Y.P.

    2006-01-01

    Interaction analysis was used to analyze a total of 14,265 question-answer sequences of (Q-A Sequences) 80 questions that originated from two face-to-face and three telephone surveys. The analysis was directed towards the causes and effects of particular interactional problems. Our results showed

  2. Questions & Answers about...Marfan Syndrome.

    Science.gov (United States)

    National Inst. of Arthritis and Musculoskeletal and Skin Diseases (NIH), Bethesda, MD.

    This fact sheet answers general questions about Marfan syndrome, a heritable condition that affects the connective tissue. It describes the characteristics of the disorder, the diagnostic process, and ways to manage symptoms. Characteristics include: (1) people with Marfan syndrome are typically very tall, slender, and loose jointed; (2) more than…

  3. Two new statistics to detect answer copying

    NARCIS (Netherlands)

    Meijer, R.R.; Sotaridona, Leonardo

    2001-01-01

    Two new indices to detect answer copying on a multiple-choice test, S(1) and S(2) (subscripts), are proposed. The S(1) index is similar to the K-index (P. Holland, 1996) and the K-overscore(2), (K2) index (L. Sotaridona and R. Meijer, in press), but the distribution of the number of matching

  4. Mathematics for common entrance one answers

    CERN Document Server

    Alexander, Serena

    2015-01-01

    Enables efficient assessment of pupils' performance at Levels 1 and 2 of the ISEB 13+ Common Entrance syllabus. Clear layout saves time marking work and identifies areas requiring further attention. Includes diagrams and working where necessary, to demonstrate how to present high-scoring answers in Level 1 and 2 exams

  5. Answer Set Programming and Other Computing Paradigms

    Science.gov (United States)

    Meng, Yunsong

    2013-01-01

    Answer Set Programming (ASP) is one of the most prominent and successful knowledge representation paradigms. The success of ASP is due to its expressive non-monotonic modeling language and its efficient computational methods originating from building propositional satisfiability solvers. The wide adoption of ASP has motivated several extensions to…

  6. From Answer-Getters to Problem Solvers

    Science.gov (United States)

    Flynn, Mike

    2017-01-01

    In some math classrooms, students are taught to follow and memorize procedures to arrive at the correct solution to problems. In this article, author Mike Flynn suggests a way to move beyond answer-getting to true problem solving. He describes an instructional approach called three-act tasks in which students solve an engaging math problem in…

  7. Understanding the Minimum Wage: Issues and Answers.

    Science.gov (United States)

    Employment Policies Inst. Foundation, Washington, DC.

    This booklet, which is designed to clarify facts regarding the minimum wage's impact on marketplace economics, contains a total of 31 questions and answers pertaining to the following topics: relationship between minimum wages and poverty; impacts of changes in the minimum wage on welfare reform; and possible effects of changes in the minimum wage…

  8. Fuel reprocessing: Citizens' questions and experts' answers

    International Nuclear Information System (INIS)

    1982-10-01

    In connection with the intention of DWK to erect a fuel reprocessing plant in the Oberpfalz, citizens have asked a great number of questions which are of interest to the general public. They have been collected, grouped into subject categories and answered by experts. (orig./HSCH) [de

  9. 21 CFR 17.9 - Answer.

    Science.gov (United States)

    2010-04-01

    ... 21 Food and Drugs 1 2010-04-01 2010-04-01 false Answer. 17.9 Section 17.9 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL CIVIL MONEY PENALTIES HEARINGS... Dockets Management (HFA-305), Food and Drug Administration, 5630 Fishers Lane, rm. 1061, Rockville, MD...

  10. Promoting Discussion in Peer Instruction: Discussion Partner Assignment and Accountability Scoring Mechanisms

    Science.gov (United States)

    Chou, Chih-Yueh; Lin, Pin-Hsun

    2015-01-01

    Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form…

  11. Using HL7 in hospital staff assignments.

    Science.gov (United States)

    Unluturk, Mehmet S

    2014-02-01

    Hospital staff assignments are the instructions that allocate the hospital staff members to the hospital beds. Currently, hospital administrators make the assignments without accessing the information regarding the occupancy of the hospital beds and the acuity of the patient. As a result, administrators cannot distinguish between occupied and unoccupied beds, and may therefore assign staff to unoccupied beds. This gives rise to uneven and inefficient staff assignments. In this paper, the hospital admission-discharge-transfer (ADT) system is employed both as a data source and an assignment device to create staff assignments. When the patient data is newly added or modified, the ADT system updates the assignment software client with the relevant data. Based on the relevant data, the assignment software client is able to construct staff assignments in a more efficient way. © 2013 Elsevier Ltd. All rights reserved.

  12. Is Learner Self-Assessment Reliable and Valid in a Web-Based Portfolio Environment for High School Students?

    Science.gov (United States)

    Chang, Chi-Cheng; Liang, Chaoyun; Chen, Yi-Hui

    2013-01-01

    This study explored the reliability and validity of Web-based portfolio self-assessment. Participants were 72 senior high school students enrolled in a computer application course. The students created learning portfolios, viewed peers' work, and performed self-assessment on the Web-based portfolio assessment system. The results indicated: 1)…

  13. The Accuracy of Student Self-Assessments of English-Chinese Bidirectional Interpretation: A Longitudinal Quantitative Study

    Science.gov (United States)

    Han, Chao; Riazi, Mehdi

    2018-01-01

    The accuracy of self-assessment has long been examined empirically in higher education research, producing a substantial body of literature that casts light on numerous potential moderators. However, despite the growing popularity of self-assessment in interpreter training and education, very limited evidence-based research has been initiated to…

  14. Combining Self-Assessments and Achievement Tests in Information Literacy Assessment: Empirical Results and Recommendations for Practice

    Science.gov (United States)

    Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

    2015-01-01

    This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of…

  15. Improving the accuracy of self-assessment of practical clinical skills using video feedback--the importance of including benchmarks.

    Science.gov (United States)

    Hawkins, S C; Osborne, A; Schofield, S J; Pournaras, D J; Chester, J F

    2012-01-01

    Isolated video recording has not been demonstrated to improve self-assessment accuracy. This study examines if the inclusion of a defined standard benchmark performance in association with video feedback of a student's own performance improves the accuracy of student self-assessment of clinical skills. Final year medical students were video recorded performing a standardised suturing task in a simulated environment. After the exercise, the students self-assessed their performance using global rating scales (GRSs). An identical self-assessment process was repeated following video review of their performance. Students were then shown a video-recorded 'benchmark performance', which was specifically developed for the study. This demonstrated the competency levels required to score full marks (30 points). A further self-assessment task was then completed. Students' scores were correlated against expert assessor scores. A total of 31 final year medical students participated. Student self-assessment scores before video feedback demonstrated moderate positive correlation with expert assessor scores (r = 0.48, p benchmark performance demonstration, self-assessment scores demonstrated a very strong positive correlation with expert scores (r = 0.83, p benchmark performance in combination with video feedback may significantly improve the accuracy of students' self-assessments.

  16. Identification of knowledge gaps in neurosurgery using a validated self-assessment examination: differences between general and spinal neurosurgeons.

    Science.gov (United States)

    Sheehan, Jason; Starke, Robert M; Pouratian, Nader; Litvack, Zachary

    2013-11-01

    The practice of neurosurgery requires fundamental knowledge base. Residency training programs and continuing medical education courses are designed to teach relevant neurosurgical principles. Nevertheless, knowledge gaps exist for neurosurgeons and may be different between cohorts of neurosurgeons. The Self-Assessment in Neurological Surgery (SANS) General Examination and Spine Examination are online educational tools for lifelong learning and maintenance of certification. This study examines the gaps in knowledge of spinal neurosurgeons and general neurosurgeons taking SANS. From 2008 to 2010, a total of 165 spinal neurosurgeons completed the 243 available questions of the SANS Spine Examination. Over that same time frame, 993 general neurosurgeons completed the SANS General Spine Examination. Mean scores were calculated and assessed according to 18 major neurosurgical knowledge disciplines. Statistical analysis was carried out to evaluate for significant knowledge gaps among all users and significant differences in performance between spinal neurosurgeons and their general neurosurgeon counterparts. The mean overall examination score was 87.4% ± 7.5% for spinal neurosurgeons and 71.5% ± 8.9% for general neurosurgeons (P neurosurgeons (n = 165) answered questions incorrectly 15% or greater of the time in five of the categories. The categories of lower performance for spinal neurosurgeons were cerebrovascular, anesthesia and critical care, general clinical, tumor, and trauma. For general neurosurgeons (n = 993), the five knowledge categories with lowest performance were cerebrovascular, epilepsy, peripheral nerve, trauma, and radiosurgery. Although spinal neurosurgeons and general neurosurgeons shared some areas of decreased performance including trauma and cerebrovascular, spine neurosurgeons relatively underperformed in general clinical, anesthesia and critical care, and tumor. The SANS Spine Examination demonstrated knowledge gaps in specific categories for

  17. Flipped-learning course design and evaluation through student self-assessment in a predental science class.

    Science.gov (United States)

    Ihm, Jungjoon; Choi, Hyoseon; Roh, Sangho

    2017-06-01

    This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. This study offered insights into how to design a flipped learning course in terms of predental students' preference and their learning readiness. Although learning success in a flipped classroom depends on the students' self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

  18. Flipped-learning course design and evaluation through student self-assessment in a predental science class

    Directory of Open Access Journals (Sweden)

    Jungjoon Ihm

    2017-06-01

    Full Text Available Purpose This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Methods Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3% answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. Results The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00, whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49. Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. Conclusion This study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

  19. Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency

    Directory of Open Access Journals (Sweden)

    Edward Nuhfer

    2016-01-01

    Full Text Available Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x vs. (x scatterplots; (y minus x vs. (x column graphs aggregated as quantiles; line charts that display data aggregated as quantiles; and some histograms. Graphical conventions that generate minimal artifacts include scatterplots with a best-fit line that depict (y vs. (x measures (self-assessed competence vs. measured competence plotted by individual participant scores, and (y vs. (x scatterplots of collective average measures of all participants plotted item-by-item. This last graphic convention attenuates noise and improves the definition of the signal. To provide relevant comparisons across varied graphical conventions, we use a single dataset derived from paired measures of 1154 participants' self-assessed competence and demonstrated competence in science literacy. Our results show that different numerical approaches employed in investigating and describing self-assessment accuracy are not equally valid. By modeling this dataset with random numbers, we show how recognizing the varied expressions of randomness in self-assessment data can improve the validity of numeracy-based descriptions of self-assessment.

  20. How Random Noise and a Graphical Convention Subverted Behavioral Scientists' Explanations of Self-Assessment Data: Numeracy Underlies Better Alternatives

    Directory of Open Access Journals (Sweden)

    Edward Nuhfer

    2017-01-01

    Full Text Available Despite nearly two decades of research, researchers have not resolved whether people generally perceive their skills accurately or inaccurately. In this paper, we trace this lack of resolution to numeracy, specifically to the frequently overlooked complications that arise from the noisy data produced by the paired measures that researchers employ to determine self-assessment accuracy. To illustrate the complications and ways to resolve them, we employ a large dataset (N = 1154 obtained from paired measures of documented reliability to study self-assessed proficiency in science literacy. We collected demographic information that allowed both criterion-referenced and normative-based analyses of self-assessment data. We used these analyses to propose a quantitatively based classification scale and show how its use informs the nature of self-assessment. Much of the current consensus about peoples' inability to self-assess accurately comes from interpreting normative data presented in the Kruger-Dunning type graphical format or closely related (y - x vs. (x graphical conventions. Our data show that peoples' self-assessments of competence, in general, reflect a genuine competence that they can demonstrate. That finding contradicts the current consensus about the nature of self-assessment. Our results further confirm that experts are more proficient in self-assessing their abilities than novices and that women, in general, self-assess more accurately than men. The validity of interpretations of data depends strongly upon how carefully the researchers consider the numeracy that underlies graphical presentations and conclusions. Our results indicate that carefully measured self-assessments provide valid, measurable and valuable information about proficiency.

  1. DEFINITION OF TYPOS IN ANSWER OF STUDENT IN KNOWN CORRECT ANSWER

    Directory of Open Access Journals (Sweden)

    Maria V. Biryukova

    2015-01-01

    Full Text Available The paper describes method of typo detection in the answers for the questions with open answers. In such questions we know one or several correct answers defining relatively small dictionary of correct words contrasting the usual case of looking for typos in arbitrary text. This fact allows using more complex analysis methods and finding more possible typos, such as extra or missing separators. A typo correction module for the Correct Writing question type (for Moodle LMS was developed using proposed methods. 

  2. Integrated assignment and path planning

    Science.gov (United States)

    Murphey, Robert A.

    2005-11-01

    A surge of interest in unmanned systems has exposed many new and challenging research problems across many fields of engineering and mathematics. These systems have the potential of transforming our society by replacing dangerous and dirty jobs with networks of moving machines. This vision is fundamentally separate from the modern view of robotics in that sophisticated behavior is realizable not by increasing individual vehicle complexity, but instead through collaborative teaming that relies on collective perception, abstraction, decision making, and manipulation. Obvious examples where collective robotics will make an impact include planetary exploration, space structure assembly, remote and undersea mining, hazardous material handling and clean-up, and search and rescue. Nonetheless, the phenomenon driving this technology trend is the increasing reliance of the US military on unmanned vehicles, specifically, aircraft. Only a few years ago, following years of resistance to the use of unmanned systems, the military and civilian leadership in the United States reversed itself and have recently demonstrated surprisingly broad acceptance of increasingly pervasive use of unmanned platforms in defense surveillance, and even attack. However, as rapidly as unmanned systems have gained acceptance, the defense research community has discovered the technical pitfalls that lie ahead, especially for operating collective groups of unmanned platforms. A great deal of talent and energy has been devoted to solving these technical problems, which tend to fall into two categories: resource allocation of vehicles to objectives, and path planning of vehicle trajectories. An extensive amount of research has been conducted in each direction, yet, surprisingly, very little work has considered the integrated problem of assignment and path planning. This dissertation presents a framework for studying integrated assignment and path planning and then moves on to suggest an exact

  3. A Self-Assessment Framework for Inclusive Schools Supporting Assistive Technology Users.

    Science.gov (United States)

    Hoogerwerf, Evert-Jan; Solander-Gross, Andrea; Mavrou, Katerina; Traina, Ivan; Hersh, Marion

    2017-01-01

    In order to support schools to assess their performance in supporting children with disabilities in their ICT and ICT-AT needs, a self-assessment framework was developed by a task force of partners and associate partners of the ENTELIS project. The self-assessment tool aims to help educational establishments that welcome learners with disabilities to assess their current outcomes and to plan improvements in supporting these students in increasing digital literacy and developing digital skills. This includes the use of mainstream Information and Communication Technology (ICT) and specially designed digital Assistive Technologies (ICT-AT). This can only successfully happen if schools fully embrace an inclusive approach to education. In this paper the authors describe the development of the framework and the further steps for its use.

  4. Accumulation of Content Validation Evidence for the Critical Thinking Self-Assessment Scale.

    Science.gov (United States)

    Nair, Girija Gopinathan; Hellsten, Laurie-Ann M; Stamler, Lynnette Leeseberg

    2017-04-01

    Critical thinking skills (CTS) are essential for nurses; assessing students' acquisition of these skills is a mandate of nursing curricula. This study aimed to develop a self-assessment instrument of critical thinking skills (Critical Thinking Self-Assessment Scale [CTSAS]) for students' self-monitoring. An initial pool of 196 items across 6 core cognitive skills and 16 subskills were generated using the American Philosophical Association definition of CTS. Experts' content review of the items and their ratings provided evidence of content relevance using the item-level content validity index (I-CVI) and Aiken's content validity coefficient (VIk). 115 items were retained (range of I-CVI values = .70 to .94 and range of VIk values = .69-.95; significant at pself-assessment purposes.

  5. Environment, Safety, and Health Self-Assessment Report, Fiscal Year 2008

    Energy Technology Data Exchange (ETDEWEB)

    Chernowski, John

    2009-02-27

    Lawrence Berkeley National Laboratory's Environment, Safety, and Health (ES&H) Self-Assessment Program ensures that Integrated Safety Management (ISM) is implemented institutionally and by all divisions. The Self-Assessment Program, managed by the Office of Contract Assurance (OCA), provides for an internal evaluation of all ES&H programs and systems at LBNL. The functions of the program are to ensure that work is conducted safely, and with minimal negative impact to workers, the public, and the environment. The Self-Assessment Program is also the mechanism used to institute continuous improvements to the Laboratory's ES&H programs. The program is described in LBNL/PUB 5344, Environment, Safety, and Health Self-Assessment Program and is composed of four distinct assessments: the Division Self-Assessment, the Management of Environment, Safety, and Health (MESH) review, ES&H Technical Assurance, and the Appendix B Self-Assessment. The Division Self-Assessment uses the five core functions and seven guiding principles of ISM as the basis of evaluation. Metrics are created to measure performance in fulfilling ISM core functions and guiding principles, as well as promoting compliance with applicable regulations. The five core functions of ISM are as follows: (1) Define the Scope of Work; (2) Identify and Analyze Hazards; (3) Control the Hazards; (4) Perform the Work; and (5) Feedback and Improvement. The seven guiding principles of ISM are as follows: (1) Line Management Responsibility for ES&H; (2) Clear Roles and Responsibilities; (3) Competence Commensurate with Responsibilities; (4) Balanced Priorities; (5) Identification of ES&H Standards and Requirements; (6) Hazard Controls Tailored to the Work Performed; and (7) Operations Authorization. Performance indicators are developed by consensus with OCA, representatives from each division, and Environment, Health, and Safety (EH&S) Division program managers. Line management of each division performs the

  6. Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

    Directory of Open Access Journals (Sweden)

    Vitor Geraldi Haase

    2012-01-01

    Full Text Available Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity and math anxiety (i.e., self-assessment in mathematics to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.

  7. Self-Assessment Of Personal Virtues and its Correlation to the Basic Beliefs and Values

    Directory of Open Access Journals (Sweden)

    Sergey A. Bogomaz

    2014-11-01

    Full Text Available The purpose of this paper is to describe the results of empirical research of the personal values as bases for self-assessments of some personal virtues. The study is implemented in line with positive psychology, and is based on the concept of values as basic foundations of a particular human actions. The empirical research of a self-assessment of expressiveness of personal values at 658 residents of 4 Siberian cities of Russia. (Tomsk, Kemerovo, Barnaul, Lesosibirsk was carried out in 2013-2014 with the use of the technique the "Questionnaire of 24 virtues" developed by E.N. Osin on the basis of a questionnaire "A profile of personal values" of K. Peterson and M. Seligman's Values-In-Action. The results of cluster and correlation analysis were presented, allowing to isolate distinct groups of the virtues in a sample and to connect these to the basic beliefs and values.

  8. Self-imposed self-assessment program at a DOE Nuclear Facility

    International Nuclear Information System (INIS)

    Geoffrion, R.R.; Loud, J.J.; Walter, E.C.

    1996-01-01

    The Nuclear Materials and Technology (NMT) Division at Los Alamos National Laboratory (LANL) has implemented a performance-based self-assessment program at the TA-55 plutonium facility. The program was conceptualized and developed by LANL's internal assessment group, AA-2. The management walkaround program fosters continuous improvement in NMT products and performance of its activities. The program, based on experience from the Institute of Nuclear Power Operations, is endorsed at the site by the U.S. Department of Energy (DOE) Environment, Safety, and Health (ES ampersand H) personnel and by the Defense Nuclear Facility Safety Board. The self-assessment program focuses on how work is actually performed rather than on paperwork or process compliance. Managers critically and continually assess ES ampersand H, conduct of operations, and other functional area requirements

  9. Managing voluntary turnover through challenging assignments

    NARCIS (Netherlands)

    Preenen, P.T.Y.; de Pater, I.E.; van Vianen, A.E.M.; Keijzer, L.

    2011-01-01

    This study examines employees’ challenging assignments as manageable means to reduce turnover intentions, job search behaviors, and voluntary turnover. Results indicate that challenging assignments are negatively related to turnover intentions and job search behaviors and that these relationships

  10. Managing voluntary turnover through challenging assignments

    NARCIS (Netherlands)

    Preenen, P.T.Y.; Pater, I.E. de; Vianen, A.E.M. van; Keijzer, L.

    2011-01-01

    This study examines employees' challenging assignments as manageable means to reduce turnover intentions, job search behaviors, and voluntary turnover. Results indicate that challenging assignments are negatively related to turnover intentions and job search behaviors and that these relationships

  11. The Effect of Answering in a Preferred Versus a Non-Preferred Survey Mode on Measurement

    Directory of Open Access Journals (Sweden)

    Jolene Smyth

    2014-12-01

    Full Text Available Previous research has shown that offering respondents their preferred mode can increase response rates, but the effect of doing so on how respondents process and answer survey questions (i.e., measurement is unclear. In this paper, we evaluate whether changes in question format have different effects on data quality for those responding in their preferred mode than for those responding in a non-preferred mode for three question types (multiple answer, open-ended, and grid. Respondents were asked about their preferred mode in a 2008 survey and were recontacted in 2009. In the recontact survey, respondents were randomly assigned to one of two modes such that some responded in their preferred mode and others did not. They were also randomly assigned to one of two questionnaire forms in which the format of individual questions was varied. On the multiple answer and open-ended items, those who answered in a non-preferred mode seemed to take advantage of opportunities to satisfice when the question format allowed or encouraged it (e.g., selecting fewer items in the check-all than the forced-choice format and being more likely to skip the open-ended item when it had a larger answer box, while those who answered in a preferred mode did not. There was no difference on a grid formatted item across those who did and did not respond by their preferred mode, but results indicate that a fully labeled grid reduced item missing rates vis-à-vis a grid with only column heading labels. Results provide insight into the effect of tailoring to mode preference on commonly used questionnaire design features.

  12. Safety Day Prize Competition: results and answers

    CERN Multimedia

    HSE Unit

    2014-01-01

    The three winners of the Safety Day Prize Competition are...   • 1st Prize: Fernando LEITE PEREIRA – smoke detector • 2nd Prize: Thomas DE BORTOLI – water filter jug • 3rd Prize: Matti KALLIOKOSKI – safety goggles Please see the image below for the answers to the questionnaire. If you have any questions regarding the Safety Day, please contact: safety.communication@cern.ch. And again, thank you to all the participants!

  13. Hydroelectricity - An Answer To Energy Needs

    Energy Technology Data Exchange (ETDEWEB)

    Francois-Xausa, Maryse; Havard, David; Czerwinski, Francois; Teller, Olivier

    2010-09-15

    The energy challenges of the next 30 years appear daunting and, in certain cases, in conflict with one another. Their complexity is such that one solution alone cannot provide a full answer. It is nevertheless equally clear that hydro-electricity, being renewable, proven, highly efficient, storable and with still very significant resource potential, possesses a unique combination of attributes which will aid decision-makers to plan and execute energy development with confidence.

  14. Questions and answers on nuclear energy

    International Nuclear Information System (INIS)

    1989-04-01

    Leading questions about nuclear power are posed. These include questions about how much extra radioactivity in the environments is due to the nuclear industry, the risk of a nuclear accident, radioactive wastes, nuclear power as a solution to the greenhouse effect, alternative energy sources, and the economics of nuclear power. The answers are presented from the view point of the authors, members of Greenpeace. A glossary, notes and references are included. (UK)

  15. Probability Aggregates in Probability Answer Set Programming

    OpenAIRE

    Saad, Emad

    2013-01-01

    Probability answer set programming is a declarative programming that has been shown effective for representing and reasoning about a variety of probability reasoning tasks. However, the lack of probability aggregates, e.g. {\\em expected values}, in the language of disjunctive hybrid probability logic programs (DHPP) disallows the natural and concise representation of many interesting problems. In this paper, we extend DHPP to allow arbitrary probability aggregates. We introduce two types of p...

  16. Examinations in radiology with commented answers

    International Nuclear Information System (INIS)

    Wittmaack, F.M.

    1980-01-01

    This book is meant to be a help in the preparation for the examination in the subject of radiology. Original questions from the examinations of the past years and questions put by the author cover all subjects of the catalogue. All questions are answered, with additional comments in order to ensure the understanding of the subject, thus creating best preconditions for a successful examination. (orig./HP) [de

  17. SELF-ASSESSMENT, QUESTIONNAIRES AND MEMORY TESTS IN A SIMULATED DRIVING TASK

    OpenAIRE

    Combe-Pangaud , Chantal; Jacquet-Andrieu , Armelle

    2009-01-01

    disponible sur : http://www.chalmers.se/safer/driverdistraction-en; International audience; This paper concerns the results of a memorizing test (visual recognition and hearing recall) during an experiment of simulated driving in a magneto-encephalographic environment. The memory tests (questionnaires) are adapted to the measurement of subjective self-assessment: "tiredness" and "facility" perceptions, corralled to simple (ST) and double task (ST/DT: hearing a radio broadcast). Each subject h...

  18. Validation of an Albuminuria Self-assessment Tool in the Multi-Ethnic Study of Atherosclerosis.

    Science.gov (United States)

    Tanner, Rikki M; Woodward, Mark; Peralta, Carmen; Warnock, David G; Gutiérrez, Orlando; Shimbo, Daichi; Kramer, Holly; Katz, Ronit; Muntner, Paul

    2015-11-05

    We previously developed an 8-item self-assessment tool to identify individuals with a high probability of having albuminuria. This tool was developed and externally validated among non-Hispanic Whites and non-Hispanic Blacks. We sought to validate it in a multi-ethnic cohort that also included Hispanics and Chinese Americans. This is a cross-sectional study. Data were collected using standardized questionnaires and spot urine samples at a baseline examination in 2000-2002. The 8 items in the self-assessment tool include age, race, gender, current cigarette smoking, history of diabetes, hypertension, or stroke, and self-rated health. Of 6,814 community-dwelling adults aged 45-84 years participating in the Multi-Ethnic Study of Atherosclerosis (MESA), 6,542 were included in the primary analysis. Albuminuria was defined as urine albumin-to-creatinine ratio ≥ 30 mg/g at baseline. Among non-Hispanic Whites, non-Hispanic Blacks, Hispanics, and Chinese Americans, the prevalence of albuminuria was 6.0%, 11.3%, 11.6%, and 10.8%, respectively. The c-statistic for discriminating participants with and without albuminuria was .731 (95% CI: .692, .771), .728 (95% CI: .687, .761), .747 (95% CI: .709, .784), and .761 (95% CI: .699, .814) for non-Hispanic Whites, non-Hispanic Blacks, Hispanics, and Chinese Americans, respectively. The self-assessment tool over-estimated the probability of albuminuria for non-Hispanic Whites and Blacks, but was well-calibrated for Hispanics and Chinese Americans. The albuminuria self-assessment tool maintained good test characteristics in this large multi-ethnic cohort, suggesting it may be helpful for increasing awareness of albuminuria in an ethnically diverse population.

  19. Self-Assessed Competence of Experienced Expatriate Nurses in a Rural and Remote Setting

    Directory of Open Access Journals (Sweden)

    Salah Aqtash

    2017-04-01

    Full Text Available We aimed to measure the self-assessed level of competence among nurses working in the public hospitals of Al-Gharbia Region, a remote rural region of United Arab Emirates, and to explore the factors associated with the nurses’ self-perceived competency. The Nurse Competency Scale, which measures the self-assessed level of competency of nurses, has been validated in a variety of clinical settings, in facilities of various sizes, and in small and large cohorts. However, its application among an expatriate nursing workforce working in small hospitals and health facilities in remote and rural areas has not been examined. We used the Nurse Competency Scale to survey the nursing workforce in Al-Gharbia’s public hospitals in United Arab Emirates. All 435 practicing registered nurses with more than 3 months clinical experience in the network were invited to participate. Data were collected electronically and analyzed by international collaborators. Statistical analysis included analysis of variance, Kruskal–Wallis, multiple linear regression, χ 2 test of independence, and Cronbach’s α. Totally, 189 responses were analyzed (43.4% response rate. Overall self-assessed levels of competence were uniformly “very good” across all competence categories. The overall score (84.3 was higher than those found in most other studies. Frequency of use was the most outstanding variable influencing self-assessed competence. Total years of experience were the next significant variable. Some items of the scale were not yet applicable to activities in the region, particularly those relating to supervision of students. The high scores achieved by expatriate nurses in the small hospitals of Al-Gharbia reflect well on the rigor of the recruitment process, ongoing cross-training and functional competency assessment. Policies and practices aimed at recruiting experienced expatriate nurses and providing opportunities to use competencies continue to be critical in

  20. Defense Logistics Agency Disposition Services Needs to Improve Demilitarization Program Self-Assessment Evaluations - Redacted

    Science.gov (United States)

    2016-12-20

    from mandatory disclosure under the Freedom of Information Act. Defense Logistics Agency Disposition Services Needs to Improve Demilitarization...Project No. D2016-D000RD-0057.000) │ i Results in Brief Defense Logistics Agency Disposition Services Needs to Improve Demilitarization Program Self...Assessment Evaluations Visit us at www.dodig.mil December 20, 2016 Objective Our audit objective was to determine whether the Defense Logistics Agency

  1. Towards professionalism in music: self-assessed learning strategies of conservatory music students

    OpenAIRE

    Virkkula, Esa; Nissilä, Säde-Pirkko

    2017-01-01

    One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in...

  2. Student self-assessment a feedback seeking strategy through competence evaluation

    OpenAIRE

    Mancebo Fernández, Núria; Bikfalvi, Andrea; Llach Pagès, Josep; Marquès i Gou, Pilar

    2008-01-01

    There is a body of literature that suggests that student self-assessment is a main goal in higher education (Boud et al., 1995; Tan, 2008); moreover new forms of work organization require a high level of skills and competences. The efforts to deal with competence gaps could be developed at many levels, such as employers, educational institutions, individuals and public agents. Employers could put into practice competence development programs to moderate these gaps. Educational institutions...

  3. Self-assessment on the competencies and reported improvement priorities for pediatrics residents.

    Science.gov (United States)

    Li, Su-Ting T; Tancredi, Daniel J; Burke, Ann E; Guillot, Ann; Guralnick, Susan; Trimm, R Franklin; Mahan, John D

    2012-12-01

    Self-assessment and self-directed learning are essential to becoming an effective physician. To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors "novice" and "proficient" (0-100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. A total of 4167 residents completed an ILP in academic year 2009-2010, with residents' ratings improving from advanced beginner (48 on a 0-100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

  4. Web-based teaching tool incorporating peer assessment and self-assessment

    DEFF Research Database (Denmark)

    McEvoy, Fintan; McEvoy, Peter M.; Svalastoga, Eiliv L.

    2010-01-01

    OBJECTIVE. Our objective was to create an electronic learning tool that incorporates the pedagogic advantages of peer assessment and self-assessment into report-generating skills. CONCLUSION. The tool was created using Web programming software. It was tested with 12 veterinary students and provided...... peer-peer and tutor-student interactions that supported learning. The tool is suited for training any professional concerned with the interpretation of images, particularly resident radiologists....

  5. The Study of Self-Assessed Health among Elderly Women in Shiraz and Yasuj Cities

    Directory of Open Access Journals (Sweden)

    Majid Movahed

    2016-06-01

    Full Text Available Introduction: Women are facing inequalities including health, thus their health deserves attention. Investigating people’s health status from their viewpoints is an important measure in terms of public health of society and an indicator to determine the efficiency of health system.  This study aimed at evaluating the self-assessed health of older women living in Shiraz and Yasuj. Methods: This was a cross-sectional study on elderly females over 65 years living in Shiraz and Yasuj. A questionnaire was applied to collect data from 380 subjects who were selected by cluster random sampling method. Data analysis was performed through SPSS software in two levels of descriptive and inferential. Results: The mean score of total self-assessed health was 72.02±13.6, and 63.8% evaluated their health status as moderate.  The mean scores for physical health, anxiety, social function, and depression subscales were 14.52± 4.97, 18.02±5.77, 18.29±4.48, 21.11 ±4.27, respectively. Age, education, marital status, disease history, and self-esteem were significantly associated with self-assessed health. R2 determination coefficient also indicates that 31.8% of changes in self-assessed health scores are explained by self-esteem, disease history, education, and marital status. Conclusion: Infrastructure to maintain the traditional values in the field of social relations and strengthen the family ties between the elderly and their family members can increase their self-esteem by reducing social isolation, and help them improve their health, especially in psychological dimension.  

  6. STUDENTS’ SELF-ASSESSMENT OF ONE’S ABILITIES FOR THEIR LIFE GOALS ACHIEVEMENT

    Directory of Open Access Journals (Sweden)

    Stanislava Stoyanova

    2017-12-01

    Full Text Available Goal achievement is considered to be related to need satisfaction, motivation, and self-esteem. The self-assessed abilities for goal achievement were operationalized as positive self-talk, perceived self-efficacy, the performance level of doing a task, the aspiration level, the in/congruence between performance and prognosis, and frustration tolerance to pursue one’s goals in spite of some obstacles. In total, 392 students whose mean age was 21 years old were investigated, divided in sub-samples, with the positive self-talk scale from the ASTQS questionnaire, the self-efficacy scale by Schwarzer & Jerusalem, and the AHA computerized test method from Vienna test system. Students’ self-assessment of one’s abilities for goal achievement revealed the most frequent high levels of perceived self-efficacy and good performance in coding tasks. The other self-assessed abilities for goal achievement were expressed more often at a medium level. The gender differences in the performance level of doing a task were compared to some previous results that indicated a variety of trends, because of the age peculiarities and the types of the tasks that were executed. The advance in age was related to more frequent use of positive self-talk and lower aspiration level, besides to lower performance level. The proposed model of the abilities for goal achievement was successfully approbated in this study revealing the strengths in the students’ self-assessment of one’s abilities for goal achievement and some weaknesses that should be the focus of further interventions in order to increase the students’ frustration tolerance ability and the use of positive self-talk.

  7. Battelle Energy Alliance, LLC (BEA) 2016 Self-Assessment Report for Idaho National Laboratory (INL)

    International Nuclear Information System (INIS)

    Alvarez, Juan

    2016-01-01

    This report provides Battelle Energy Alliance's (BEA) self-assessment of performance for the period of October 1, 2015, through September 30, 2016, as evaluated against the goals, performance objectives, and notable outcomes defined in the Fiscal Year (FY) 2016 Performance Evaluation and Measurement Plan (PEMP). BEA took into consideration and consolidated all input provided from internal and external sources (e.g., Contractor Assurance System [CAS], program and customer feedback, external and independent reviews, and Department of Energy [DOE] Idaho Operations Office [ID] quarterly PEMP reports and Quarterly Evaluation Reports). The overall performance of BEA during this rating period was self-assessed as 'Excellent,' exceeding expectations of performance in Goal 1.0, 'Efficient and Effective Mission Accomplishment'; Goal 2.0, 'Efficient and Effective Stewardship and Operation of Research Facilities'; and Goal 3.0, 'Sound and Competent Leadership and Stewardship of the Laboratory.' BEA met or exceeded expectations for Mission Support Goals 4.0 through 7.0 assessing a final multiplier of 1.0. Table 1 documents BEA's assessment of performance to the goals and individual performance objectives. Table 2 documents completion of the notable outcomes. A more-detailed assessment of performance for each individual performance objective is documented in the closeout reports (see the PEMP reporting system). Table 3 includes an update to 'Performance Challenges' as reported in the FY 2015 Self-Assessment Report.

  8. Using contrasting cases to improve self-assessment in physics learning

    Science.gov (United States)

    Jax, Jared Michael

    Accurate self-assessment (SA) is widely regarded as a valuable tool for conducting scientific work, although there is growing concern that students present difficulties in accurately assessing their own learning. For students, the challenge of accurately self-assessing their work prevents them from effectively critiquing their own knowledge and skills, and making corrections when necessary to improve their performance. An overwhelming majority of researchers have acknowledged the importance of developing and practicing the necessary reflective skills SA in science, yet it is rarely a focus of daily instruction leading to students typically overestimate their abilities. In an effort to provide a pragmatic approach to overcoming these deficiencies, this study will demonstrate the effect of using positive and negative examples of solutions (contrasting cases) on performance and accuracy of SA when compared to student who are only shown positive examples of solutions. The work described here sought, first, to establish the areas of flawed SA that introductory high school physics students experience when studying circuitry, and, second, to examine how giving students Content Knowledge in addition to Positive and Negative Examples focused on helping them self-assess might help overcome these deficiencies. In doing so, this work highlights the positive impact that these types of support have in significantly increasing student performance, SA accuracy, and the ability to evaluate solutions in physics education.

  9. Vocal Function Exercises for Muscle Tension Dysphonia: Auditory-Perceptual Evaluation and Self-Assessment Rating.

    Science.gov (United States)

    Jafari, Narges; Salehi, Abolfazl; Izadi, Farzad; Talebian Moghadam, Saeed; Ebadi, Abbas; Dabirmoghadam, Payman; Faham, Maryam; Shahbazi, Mehdi

    2017-07-01

    Muscle tension dysphonia (MTD) is a functional dysphonia, which appears with an excessive tension in the intrinsic and extrinsic laryngeal musculatures. MTD can affect voice quality and quality of life. The purpose of the present study was to assess the effectiveness of vocal function exercises (VFEs) on perceptual and self-assessment ratings in a group of 15 subjects with MTD. The study comprised 15 subjects with MTD (8 men and 7 women, mean age 39.8 years, standard deviation 10.6, age range 24-62 years). All participants were native Persian speakers who underwent a 6-week course of VFEs. The Voice Handicap Index (VHI) (the self-assessment scale) and Grade, Roughness, Breathiness, Asthenia, Strain (GRBAS) scale (perceptual rating of voice quality) were used to compare pre- and post-VFEs. GRBAS data of patients before and after VFEs were compared using Wilcoxon signed-rank test, and VHI data of patients pre- and post-VFEs were compared using Student paired t test. These perceptual parameters showed a statistically significant improvement in subjects with MTD after voice therapy (significant at P self-assessment ratings measurements (with the VHI). As a result, the data provide evidence regarding the efficacy of VFEs in the treatment of patients with MTD. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  10. Factors related to psychotherapists' self-assessment when treating anxiety and other disorders.

    Science.gov (United States)

    Parker, Zachary J; Waller, Glenn

    2015-03-01

    The aim of the study was to replicate and extend recent findings regarding therapists' self-assessment biases. This study examined clinicians' estimates of their abilities when working with general clinical groups and with anxious patients, and of the recovery/improvement rates of their clients. It also considered what clinician personality traits and clinical practice elements were associated with such estimates. A total of 195 out 801 clinicians completed a survey regarding self-ratings, team ratings, therapy outcomes for their clients, and their own personality traits. The great majority of clinicians rated themselves and their teams as being better clinicians than their peers, though not to as extreme a level as in the previous study. They also reported exceptionally positive therapy outcomes. Due to the large proportion of non-responders, it is possible that these findings do not reflect actual self-assessment bias, but a greater willingness to participate among clinicians who are more skilled and with particular personality styles. However, the data suggest that perceptions of skill and therapy outcome might be associated with clinician personality characteristics, though not with other clinical practice variables. These interpretations should be treated with caution due to the limited response rate. Different possible explanations for these patterns of self-assessment are outlined, including conscious and unconscious processes. Methods for enhancing accurate skill perception are discussed, including self-monitoring and supervision. Copyright © 2014 Elsevier Ltd. All rights reserved.

  11. A simple, semi-prescriptive self-assessment model for TQM.

    Science.gov (United States)

    Warwood, Stephen; Antony, Jiju

    2003-01-01

    This article presents a simple, semi-prescriptive self-assessment model for use in industry as part of a continuous improvement program such as Total Quality Management (TQM). The process by which the model was constructed started with a review of the available literature in order to research TQM success factors. Next, postal surveys were conducted by sending questionnaires to the winning organisations of the Baldrige and European Quality Awards and to a preselected group of enterprising UK organisations. From the analysis of this data, the self-assessment model was constructed to help organisations in their quest for excellence. This work confirmed the findings from the literature, that there are key factors that contribute to the successful implementation of TQM and these have different levels of importance. These key factors, in order of importance, are: effective leadership, the impact of other quality-related programs, measurement systems, organisational culture, education and training, the use of teams, efficient communications, active empowerment of the workforce, and a systems infrastructure to support the business and customer-focused processes. This analysis, in turn, enabled the design of a self-assessment model that can be applied within any business setting. Further work should include the testing and review of this model to ascertain its suitability and effectiveness within industry today.

  12. Health physics self-assessment and the nuclear regulatory oversight process at a nuclear power plant

    International Nuclear Information System (INIS)

    Schofield, R.S.

    2003-01-01

    The U.S. Nuclear Regulatory Commission has developed improvements in their Nuclear Power Plant inspection, assessment and enforcement practices. The objective of these changes was to link regulatory action with power plant performance through a risk- informed process which is intended to enhance objectivity. One of the Strategic Performance Areas of focus by the U.S. NRC is radiation safety. Two cornerstones, Occupational Radiation Safety and Public Radiation Safety, make up this area. These cornerstones are being evaluated through U.S. NRC Performance Indicators (PI) and baseline site inspections. Key to the U.S. NRC's oversight program is the ability of the licensee to implement a self-assessment program which pro-actively identifies potential problems and develops improvements to enhance management's effectiveness. The Health Physics Self-Assessment Program at San Onofre Nuclear Generating Station (SONGS) identifies radiation protection-related weakness or negative trends. The intended end result is improved performance through rapid problem identification, timely evaluation, corrective action and follow-up effectiveness reviews. A review of the radiation protection oversight process and the SONGS Health Physics Self-Assessment Program will be presented. Lessons learned and management tools, which evaluate workforce and Health Physics (HP) staff performance to improve radiological practices, are discussed. (author)

  13. Validation of a measurement tool for self-assessment of teamwork in intensive care.

    Science.gov (United States)

    Weller, J; Shulruf, B; Torrie, J; Frengley, R; Boyd, M; Paul, A; Yee, B; Dzendrowskyj, P

    2013-09-01

    Teamwork is an important contributor to patient safety and a validated teamwork measurement tool could help healthcare teams identify areas for improvement and measure progress. We explored the psychometric properties of a teamwork measurement tool when used for self-assessment. We hypothesized that the tool had a valid factor structure and that scores from participants and external assessors would correlate. Forty intensive care teams (one doctor, three nurses) participated in four simulated emergencies, and each independently rated their team's performance at the end of each case using the teamwork measurement tool, without prior training in the use of the tool. We used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), and compared factor structure between participants and external assessors (using previously reported data). Scores from participants and external assessors were compared using Pearson's correlation coefficient. EFA demonstrated items loaded onto three distinct factors which were supported by the CFA. We found significant correlations between external and participant scores for overall teamwork scores and the three factors. Participants agreed with external assessors on the ranking of overall team performance but scored themselves significantly higher than external assessors. The teamwork measurement tool has a valid structure when used for self-assessment. Participant and external assessor scores correlated significantly, suggesting that participants could discriminate between different levels of performance, although leniency in self-assessed scores indicated the need for calibration. This tool could help structure reflection on teamwork and potentially facilitate self-directed, workplace-based improvement in teamwork.

  14. Battelle Energy Alliance, LLC (BEA) 2016 Self-Assessment Report for Idaho National Laboratory (INL)

    Energy Technology Data Exchange (ETDEWEB)

    Alvarez, Juan [Idaho National Lab. (INL), Idaho Falls, ID (United States)

    2016-10-01

    This report provides Battelle Energy Alliance’s (BEA) self-assessment of performance for the period of October 1, 2015, through September 30, 2016, as evaluated against the goals, performance objectives, and notable outcomes defined in the Fiscal Year (FY) 2016 Performance Evaluation and Measurement Plan (PEMP). BEA took into consideration and consolidated all input provided from internal and external sources (e.g., Contractor Assurance System [CAS], program and customer feedback, external and independent reviews, and Department of Energy [DOE] Idaho Operations Office [ID] quarterly PEMP reports and Quarterly Evaluation Reports). The overall performance of BEA during this rating period was self-assessed as “Excellent,” exceeding expectations of performance in Goal 1.0, “Efficient and Effective Mission Accomplishment”; Goal 2.0, “Efficient and Effective Stewardship and Operation of Research Facilities”; and Goal 3.0, “Sound and Competent Leadership and Stewardship of the Laboratory.” BEA met or exceeded expectations for Mission Support Goals 4.0 through 7.0 assessing a final multiplier of 1.0. Table 1 documents BEA’s assessment of performance to the goals and individual performance objectives. Table 2 documents completion of the notable outcomes. A more-detailed assessment of performance for each individual performance objective is documented in the closeout reports (see the PEMP reporting system). Table 3 includes an update to “Performance Challenges” as reported in the FY 2015 Self-Assessment Report.

  15. 24 CFR 221.255 - Assignment option.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Assignment option. 221.255 Section... Assignment option. (a) A mortgagee holding a mortgage insured pursuant to a conditional or firm commitment issued on or before November 30, 1983 has the option to assign, transfer and deliver to the Commissioner...

  16. 24 CFR 221.770 - Assignment option.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Assignment option. 221.770 Section... § 221.770 Assignment option. A mortgagee holding a conditional or firm commitment issued on or before... mortgagee's approved underwriter on or before November 30, 1983) has the option to assign, transfer and...

  17. Solving the rectangular assignment problem and applications

    NARCIS (Netherlands)

    Bijsterbosch, J.; Volgenant, A.

    2010-01-01

    The rectangular assignment problem is a generalization of the linear assignment problem (LAP): one wants to assign a number of persons to a smaller number of jobs, minimizing the total corresponding costs. Applications are, e.g., in the fields of object recognition and scheduling. Further, we show

  18. Finding Question-Answer Pairs from Online Forums

    DEFF Research Database (Denmark)

    Cong, Gao; Wang, Long; Lin, Chin-Yew

    2008-01-01

    Online forums contain a huge amount of valuable user generated content. In this paper we address the problem of extracting question-answer pairs from forums. Question-answer pairs extracted from forums can be used to help Question Answering services (e.g. Yahoo! Answers) among other applications...

  19. To answer or not to answer? A field test of loss aversion

    OpenAIRE

    Michał Krawczyk

    2011-01-01

    This study is a field experiment on loss aversion. The framing of scoring rules was differentiated in two exams at the University of Warsaw, with only half the students facing explicit penalty points in the case of giving an incorrect answer. Loss aversion predicts that less risk will be taken (less questions will be answered) when losses are possible but in fact, no treatment effect was observed.

  20. Validity of self-assessment of hallux valgus using the Manchester scale

    Directory of Open Access Journals (Sweden)

    Wee Elin

    2010-09-01

    Full Text Available Abstract Background Hallux valgus (HV is a common condition involving the progressive subluxation of the first metatarsophalangeal joint due to lateral deviation of the hallux and medial deviation of the first metatarsal. The objective of this study was to evaluate the re-test reliability and validity of self-assessment of HV using a simple clinical screening tool involving four standardised photographs (the Manchester scale, in order to determine whether this tool could be used for postal surveys of the condition. Methods HV was assessed with the Manchester scale in 138 people aged 65 to 93 years of age (102 women and 36 men as part of a larger randomised controlled trial. At the six month follow-up assessment, HV was reassessed to determine re-test reliability, and participants were asked to self-assess their degree of HV independent of the examiners. Associations between (i baseline and follow-up assessments of the examiners and (ii participant and examiner assessments were performed using weighted kappa statistics. Analyses were then repeated after HV was dichotomised as present or absent using unweighted kappa, and sensitivity and specificity of self-assessment of HV was determined. Results Re-test reliability of the examiners was substantial to almost perfect (weighted kappa = 0.78 to 0.90, and there was a substantial level of agreement between observations of the participants and the examiners (weighted kappa = 0.71 to 0.80. Overall, there was a slight tendency for participants to rate their HV as less severe than the examiners. When the Manchester scale scores were dichotomised, agreement was substantial to almost perfect for both re-test comparisons (kappa = 0.80 to 0.89 and substantial for comparisons between participants and examiners (kappa = 0.64 to 0.76. The sensitivity and specificity of self-assessment of HV using the dichotomous scale were 85 and 88%, respectively. Conclusions The Manchester scale demonstrates high re

  1. Self-assessment of health and physical fitness by young adults practising sport

    Directory of Open Access Journals (Sweden)

    Małgorzata Kałwa

    2016-12-01

    Full Text Available Introduction: Practising sport and engaging in physical activity at a young age is meant to increase the level of a person’s physical fitness and health. Yet, the generation of 20-year-olds – former and active sportspersons – assess their general physical fitness and health as worse than good. Therefore, does practising sport, in the self-assessment of young persons, really improve one’s health and physical fitness? Purpose: The purpose of this research was to diagnose the subjective assessment of fitness and a sense of health among young adults practising sport as well as former sportspersons in comparison with the self-assessment of non-training persons. Materials and methodology: 1153 adult persons aged 19-28 were surveyed. Those persons were supposed to perform a self-assessment of their health and physical fitness and report the pain disorders that they experienced. The group surveyed included 484 ex-sportspersons, 450 active sportspersons and 212 persons who had never practised sport. The survey used a 1-5 assessment scale. Results: The survey participants assessed their general physical fitness level at 3.82 ±1.00 and their health level at 3.88 ±1.10. In comparison with the other groups the sportspersons gave their fitness a better mark despite the largest number of pain disorders experienced. The result of health self-assessment did not differ among the groups. Sportspersons and ex-sportspersons indicated injuries and the pain felt, especially in the cervical and thoracic spine, the hips and the head, and complained more frequently about shortness of breath. Conclusions: Practising sport at a young age does not significantly alter the self-assessment of health among young persons. An average sportsperson experiences at least one pain disorder that correlates with a lower sense of good health. The highest frequency of associated pain disorders is observed in sportspersons, with the pain being located mainly in the area of the

  2. Development of a self-assessment score for metabolic syndrome risk in non-obese Korean adults.

    Science.gov (United States)

    Je, Youjin; Kim, Youngyo; Park, Taeyoung

    2017-03-01

    There is a need for simple risk scores that identify individuals at high risk for metabolic syndrome (MetS). Therefore, this study was performed to develop and validate a self-assessment score for MetS risk in non-obese Korean adults. Data from the fourth Korea National Health and Nutrition Examination Survey (KNHANES IV), 2007-2009 were used to develop a MetS risk score. We included a total of 5,508 non-obese participants aged 19-64 years who were free of a self-reported diagnosis of diabetes, hyperlipidemia, hypertension, stroke, angina, or cancer. Multivariable logistic regression model coefficients were used to assign each variable category a score. The validity of the score was assessed in an independent population survey performed in 2010 and 2011, KNHANES V (n=3,892). Age, BMI, physical activity, smoking, alcohol consumption, dairy consumption, dietary habit of eating less salty and food insecurity were selected as categorical variables. The MetS risk score value varied from 0 to 13, and a cut-point MetS risk score of >=7 was selected based on the highest Youden index. The cut-point provided a sensitivity of 81%, specificity of 61%, positive predictive value of 14%, and negative predictive value of 98%, with an area under the curve (AUC) of 0.78. Consistent results were obtained in the validation data sets. This simple risk score may be used to identify individuals at high risk for MetS without laboratory tests among non-obese Korean adults. Further studies are needed to verify the usefulness and feasibility of this score in various settings.

  3. The Self-Assessment Process and Impacts on the Health Information Management Program Performance: A Case Study

    Science.gov (United States)

    Spohn, Renae

    2015-01-01

    This study examined how health information management (HIM) educational programs can use the Malcolm Baldrige National Quality Award Model (MBNQAM) educational criteria to meet the self-assessment requirement for Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) accreditation. An existing instrument, Quantum Performance Group's Organizational Assessment Survey authored by Dr. Mark Blazey, was used in this study. The instrument was designed to self-assess the entire organization. Results of the study demonstrate how the MBNQAM can be used to successfully self-assess HIM programs. This research adds to the body of literature surrounding the application of the MBNQAM for HIM programs and provides new information to deans, administrators, and educators that may be useful, as an added component, when self-assessing HIM programs. The results of this study will help to establish a foundation for HIM programs to strengthen the self-assessment process, providing a strong starting point for strategic planning prioritization for HIM program improvement initiatives. The improved process will help in maturing the HIM program while fulfilling accreditation requirements for self-assessment. As additional HIM programs formalize the self-assessment process, benchmarking opportunities with other HIM programs will be created. PMID:26755899

  4. Improvement of skills and knowledge by a hands-on cardiac CT course. Before and after evaluation with a validated questionnaire and self-assessment

    Energy Technology Data Exchange (ETDEWEB)

    Zimmermann, E.; Germershausen, C.; Greupner, J.; Schnapauff, D.; Rief, M.; Grigoryev, M.; Wollenberg, U.; Dewey, Marc [Inst. fuer Radiologie, Charite-Univ. Berlin (Germany)

    2010-07-15

    Purpose: cardiac computed tomography (CT) is becoming increasingly important in noninvasive imaging. To meet this demand, there are a growing number of short training courses for cardiac CT. Whether such courses improve the knowledge and skills of participants is not known. Materials and methods: the concept of a two-day cardiac CT course consisting of introductory lectures, live patient examinations, and hands-on exercises for interpreting cardiac CT scans on workstations was analyzed using participant evaluations (scales from 1 = excellent to 6 = very poor). Participants rated their increase in knowledge and completed a validated questionnaire with 20 questions. Results: a total of 102 participants attended the courses. There were significant differences in the number of correctly answered test questions between cardiac CT experts and participants at the beginning of the course (91.5 {+-} 6.3% vs. 62.4 {+-} 16.1% p < 0.001). The number of questions answered correctly by the participants increased significantly after completion of the course (mean increase of 4 correctly answered questions, 81.8 {+-} 11.4%. vs. 62.4 {+-} 16.1% p < 0.001). This objective increase in knowledge was in good agreement with participant self-assessments (76.4 {+-} 12.6% vs. 81.8 {+-} 11.4%). The quality of the course received good to very good scores, ranging from 1.8 {+-} 0.7 for speed of presentation to 1.4 {+-} 0.5 for lecturer competence. The score for overall course quality was 1.4 {+-} 0.6. Conclusion: A relatively short cardiac CT course can significantly improve the quantifiable knowledge of participants. The overall quality of the course was rated as very good. (orig.)

  5. Improvement of skills and knowledge by a hands-on cardiac CT course. Before and after evaluation with a validated questionnaire and self-assessment

    International Nuclear Information System (INIS)

    Zimmermann, E.; Germershausen, C.; Greupner, J.; Schnapauff, D.; Rief, M.; Grigoryev, M.; Wollenberg, U.; Dewey, Marc

    2010-01-01

    Purpose: cardiac computed tomography (CT) is becoming increasingly important in noninvasive imaging. To meet this demand, there are a growing number of short training courses for cardiac CT. Whether such courses improve the knowledge and skills of participants is not known. Materials and methods: the concept of a two-day cardiac CT course consisting of introductory lectures, live patient examinations, and hands-on exercises for interpreting cardiac CT scans on workstations was analyzed using participant evaluations (scales from 1 = excellent to 6 = very poor). Participants rated their increase in knowledge and completed a validated questionnaire with 20 questions. Results: a total of 102 participants attended the courses. There were significant differences in the number of correctly answered test questions between cardiac CT experts and participants at the beginning of the course (91.5 ± 6.3% vs. 62.4 ± 16.1% p < 0.001). The number of questions answered correctly by the participants increased significantly after completion of the course (mean increase of 4 correctly answered questions, 81.8 ± 11.4%. vs. 62.4 ± 16.1% p < 0.001). This objective increase in knowledge was in good agreement with participant self-assessments (76.4 ± 12.6% vs. 81.8 ± 11.4%). The quality of the course received good to very good scores, ranging from 1.8 ± 0.7 for speed of presentation to 1.4 ± 0.5 for lecturer competence. The score for overall course quality was 1.4 ± 0.6. Conclusion: A relatively short cardiac CT course can significantly improve the quantifiable knowledge of participants. The overall quality of the course was rated as very good. (orig.)

  6. Work Term Assignment Spring 2017

    Science.gov (United States)

    Sico, Mallory

    2017-01-01

    Elective in the Fall to improve my skills in building as well as designing with manufacturing intent. I am also inspired to take more mechatronics CGE courses before I graduate to learn more about the crossover between mechanical and electrical engineering. This semester, I worked on multiple projects and had the opportunity to learn from engineers of different disciplines. I became proficient in Creo 2.0, a program I had not used significantly before. I finished modifying the hatch for 3D print and made sizeable modifications to the nose floor support design. I also gained hands-on experience that will be useful in my engineering career in the future. I would consider all of these major achievements from this spring semester. Lastly, I learned to ask more questions and to search for the right people to find answers which I know will be a valuable skill in the future. This summer, I will be completing my last rotation in the Flight Operations Directorate at Ellington Air Field. After this last tour, I will be returning to school for the Fall, Spring and Summer. I will graduate in August of 2018. I am looking forward to learning more about the different jobs available to engineers. This division works directly with many different types of aircrafts and I am excited to learn more about this focus of engineering. The Aircraft Operations Division values team work greatly and I intend to improve my interpersonal skills by working with them this summer.

  7. Questions and answers on nuclear energy

    International Nuclear Information System (INIS)

    Grupe, H.; Koelzer, W.

    Highly developed technologies, such as the nuclear power plant technology, have met with an increasing interest on the part of the general public during the last few years. As it is our duty to meet this demand for information and to supply the general public with objective and complete information on technical details, this series of brochures has been started. The present fourth and revised issue of 'Questions and answers on nuclear energy' explains the subjects in even greater detail and has been enlarged by an additional chapter on 'Waste disposal and waste management.' (orig.) [de

  8. Nuclear power in Canada: questions and answers

    International Nuclear Information System (INIS)

    1975-01-01

    To further public understanding of nuclear power generation, the Canadian Nuclear Association commissioned a special task force to coordinate contributions of experts in all parts of the nuclear industry. These contributions have been arranged in a question and answer format and are aimed at the average Canadian reader who is genuinely seeking factual information on nuclear power. Areas covered include electricity demand, comparison of nuclear generation with other forms of thermal electricity production, radiation sources and effects on man and his environment; features of different reactor types, thermal discharges and waste management. (O.T.)

  9. Questions/answers on onshore wind energy

    International Nuclear Information System (INIS)

    2015-11-01

    After a presentation of some key data on wind energy in France over the last 15 years, this publication proposes a set of questions and answers to highlight the reasons of the development of wind energy, to show that wind energy is a reliable one, to discuss various issues related to the presence of wind turbines (regulations, information, impact on biodiversity, on health and on dwelling environment, exploitation and control, end of life), and to determine the role of wind energy in the French economy (economic returns, costs, and so on)

  10. First trainer six practice tests with answers

    CERN Document Server

    May, Peter

    2014-01-01

    Six full practice tests with tips and training for the 2015 revised Cambridge English: First (FCE). First Trainer Second edition offers six practice tests for the revised Cambridge English: First (FCE) exam combined with easy-to-follow guidance and exam tips. The first two tests are fully guided with advice on how to tackle each paper. Extra practice activities, informed by the Cambridge Learner Corpus, a bank of real candidates' exam papers, focus on areas where students typically need the most help. This version contains a full answer key. Audio for the listening and speaking test activities is available online for download. Audio CDs featuring the listening material are also available, separately.

  11. Did Darwin really answer Paley's question?

    Science.gov (United States)

    Brunnander, Björn

    2013-09-01

    It is commonly thought that natural selection explains the rise of adaptive complexity. Razeto-Barry and Frick (2011) have recently argued in favour of this view, dubbing it the Creative View. I argue that the Creative View is mistaken if it claims that natural selection serves to answer Paley's question. This is shown by a case that brings out the contrastive structure inherent in this demand for explanation. There is, however, a rather trivial sense in which specific environmental conditions are crucial for the rise of specific adaptations, but this is hardly what opponents of the Creative View are denying. Copyright © 2013 Elsevier Ltd. All rights reserved.

  12. IMPROVISATION OF SEEKER SATISFACTION IN YAHOO! COMMUNITY QUESTION ANSWERING PORTAL

    Directory of Open Access Journals (Sweden)

    K. Latha

    2011-01-01

    Full Text Available One popular Community question answering (CQA site, Yahoo! Answers, had attracted 120 million users worldwide, and had 400 million answers to questions available. A typical characteristic of such sites is that they allow anyone to post or answer any questions on any subject. Question Answering Community has emerged as popular, and often effective, means of information seeking on the web. By posting questions, for other participants to answer, information seekers can obtain specific answers to their questions. However, CQA is not always effective: in some cases, a user may obtain a perfect answer within minutes, and in others it may require hours and sometimes days until a satisfactory answer is contributed. We investigate the problem of predicting information seeker satisfaction in yahoo collaborative question answering communities, where we attempt to predict whether a question author will be satisfied with the answers submitted by the community participants. Our experimental results, obtained from a large scale evaluation over thousands of real questions and user ratings, demonstrate the feasibility of modeling and predicting asker satisfaction. We complement our results with a thorough investigation of the interactions and information seeking patterns in question answering communities that correlate with information seeker satisfaction. We also explore automatic ranking, creating abstract from retrieved answers, and history updation, which aims to provide users with what they want or need without explicitly ask them for user satisfaction. Our system could be useful for a variety of applications, such as answer selection, user feedback analysis, and ranking.

  13. How to answer the industry's opponents

    International Nuclear Information System (INIS)

    Chaussade, Jean-Pierre

    1998-01-01

    Full text: 1. Be seen and be heard out in the environmental field: Nuclear power reduces air pollution. - It is an answer to concerns over pollution in cities; - It is an answer to concerns over the earth's changing climate patterns due to the greenhouse effect; - The storage of nuclear waste is now harnessed. 2. Don't let people get away with untruths: The more an untrue notion is repeated, the more truthful it sounds. In confronting this attitude, always take care to denounce lies and assert truths. To this end, I suggest creating an international data bank for quotes, which would collect quotations and the words of internationally known and respected scientists, professors of medicine and experts. 3. Do not forget the basics. Energy power did not develop on the theme of the environment. And it will not do so in the future. Secure power supply and economic appeal are the two themes forming the platform for nuclear power. They must remain the base of our rationale. (author)

  14. Engaging with farmers as entrepreneurs and partners: experiences with a self-assessment tool for farmer'organisations (FORCE)

    NARCIS (Netherlands)

    Schrader, T.

    2010-01-01

    Governments, donors and companies increasingly perceive small farmers and their organisations as development actors and business partners. A practical self-assessment tool, 'Farmers Organizations Reviewing Capacities and Entrepreneurship' (FORCE), takes up the challenge to translate the recognition

  15. Validation of the self-assessment teamwork tool (SATT) in a cohort of nursing and medical students.

    Science.gov (United States)

    Roper, Lucinda; Shulruf, Boaz; Jorm, Christine; Currie, Jane; Gordon, Christopher J

    2018-02-09

    Poor teamwork has been implicated in medical error and teamwork training has been shown to improve patient care. Simulation is an effective educational method for teamwork training. Post-simulation reflection aims to promote learning and we have previously developed a self-assessment teamwork tool (SATT) for health students to measure teamwork performance. This study aimed to evaluate the psychometric properties of a revised self-assessment teamwork tool. The tool was tested in 257 medical and nursing students after their participation in one of several mass casualty simulations. Using exploratory and confirmatory factor analysis, the revised self-assessment teamwork tool was shown to have strong construct validity, high reliability, and the construct demonstrated invariance across groups (Medicine & Nursing). The modified SATT was shown to be a reliable and valid student self-assessment tool. The SATT is a quick and practical method of guiding students' reflection on important teamwork skills.

  16. Voice Use Among Music Theory Teachers: A Voice Dosimetry and Self-Assessment Study.

    Science.gov (United States)

    Schiller, Isabel S; Morsomme, Dominique; Remacle, Angélique

    2017-07-25

    This study aimed (1) to investigate music theory teachers' professional and extra-professional vocal loading and background noise exposure, (2) to determine the correlation between vocal loading and background noise, and (3) to determine the correlation between vocal loading and self-evaluation data. Using voice dosimetry, 13 music theory teachers were monitored for one workweek. The parameters analyzed were voice sound pressure level (SPL), fundamental frequency (F0), phonation time, vocal loading index (VLI), and noise SPL. Spearman correlation was used to correlate vocal loading parameters (voice SPL, F0, and phonation time) and noise SPL. Each day, the subjects self-assessed their voice using visual analog scales. VLI and self-evaluation data were correlated using Spearman correlation. Vocal loading parameters and noise SPL were significantly higher in the professional than in the extra-professional environment. Voice SPL, phonation time, and female subjects' F0 correlated positively with noise SPL. VLI correlated with self-assessed voice quality, vocal fatigue, and amount of singing and speaking voice produced. Teaching music theory is a profession with high vocal demands. More background noise is associated with increased vocal loading and may indirectly increase the risk for voice disorders. Correlations between VLI and self-assessments suggest that these teachers are well aware of their vocal demands and feel their effect on voice quality and vocal fatigue. Visual analog scales seem to represent a useful tool for subjective vocal loading assessment and associated symptoms in these professional voice users. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  17. Dental students' self-assessment of operative preparations using CAD/CAM: a preliminary analysis.

    Science.gov (United States)

    Mays, Keith A; Levine, Eric

    2014-12-01

    The Commission on Dental Accreditation (CODA)'s accreditation standards for dental schools state that "graduates must demonstrate the ability to self-assess." Therefore, dental schools have developed preclinical and clinical self-assessment (SA) protocols aimed at fostering a reflective process. This study comparing students' visual SA with students' digital SA and with faculty assessment was designed to test the hypothesis that higher agreement would occur when utilizing a digital evaluation. Twenty-five first-year dental students at one dental school participated by preparing a mesial occlusal preparation on tooth #30 and performing both types of SAs. A faculty evaluation was then performed both visually and digitally using the same evaluation criteria. The Kappa statistic was used to measure agreement between evaluators. The results showed statistically significant moderate agreement between the faculty visual and faculty digital modes of evaluation for occlusal shape (K=0.507, p=0.002), proximal shape (K=0.564, p=0.001), orientation (K=0.425, p=0.001), and definition (K=0.480, p=0.001). There was slight to poor agreement between the student visual and faculty visual assessment, except for preparation orientation occlusal shape (K=0.164, p=0.022), proximal shape (K=-0.227, p=0.032), orientation (K=0.253, p=0.041), and definition (K=-0.027, p=0.824). This study showed that the students had challenges in self-assessing even when using CAD/CAM and the digital assessment did not improve the amount of student/faculty agreement.

  18. The Affective Slider: A Digital Self-Assessment Scale for the Measurement of Human Emotions.

    Directory of Open Access Journals (Sweden)

    Alberto Betella

    Full Text Available Self-assessment methods are broadly employed in emotion research for the collection of subjective affective ratings. The Self-Assessment Manikin (SAM, a pictorial scale developed in the eighties for the measurement of pleasure, arousal, and dominance, is still among the most popular self-reporting tools, despite having been conceived upon design principles which are today obsolete. By leveraging on state-of-the-art user interfaces and metacommunicative pictorial representations, we developed the Affective Slider (AS, a digital self-reporting tool composed of two slider controls for the quick assessment of pleasure and arousal. To empirically validate the AS, we conducted a systematic comparison between AS and SAM in a task involving the emotional assessment of a series of images taken from the International Affective Picture System (IAPS, a database composed of pictures representing a wide range of semantic categories often used as a benchmark in psychological studies. Our results show that the AS is equivalent to SAM in the self-assessment of pleasure and arousal, with two added advantages: the AS does not require written instructions and it can be easily reproduced in latest-generation digital devices, including smartphones and tablets. Moreover, we compared new and normative IAPS ratings and found a general drop in reported arousal of pictorial stimuli. Not only do our results demonstrate that legacy scales for the self-report of affect can be replaced with new measurement tools developed in accordance to modern design principles, but also that standardized sets of stimuli which are widely adopted in research on human emotion are not as effective as they were in the past due to a general desensitization towards highly arousing content.

  19. The Affective Slider: A Digital Self-Assessment Scale for the Measurement of Human Emotions.

    Science.gov (United States)

    Betella, Alberto; Verschure, Paul F M J

    2016-01-01

    Self-assessment methods are broadly employed in emotion research for the collection of subjective affective ratings. The Self-Assessment Manikin (SAM), a pictorial scale developed in the eighties for the measurement of pleasure, arousal, and dominance, is still among the most popular self-reporting tools, despite having been conceived upon design principles which are today obsolete. By leveraging on state-of-the-art user interfaces and metacommunicative pictorial representations, we developed the Affective Slider (AS), a digital self-reporting tool composed of two slider controls for the quick assessment of pleasure and arousal. To empirically validate the AS, we conducted a systematic comparison between AS and SAM in a task involving the emotional assessment of a series of images taken from the International Affective Picture System (IAPS), a database composed of pictures representing a wide range of semantic categories often used as a benchmark in psychological studies. Our results show that the AS is equivalent to SAM in the self-assessment of pleasure and arousal, with two added advantages: the AS does not require written instructions and it can be easily reproduced in latest-generation digital devices, including smartphones and tablets. Moreover, we compared new and normative IAPS ratings and found a general drop in reported arousal of pictorial stimuli. Not only do our results demonstrate that legacy scales for the self-report of affect can be replaced with new measurement tools developed in accordance to modern design principles, but also that standardized sets of stimuli which are widely adopted in research on human emotion are not as effective as they were in the past due to a general desensitization towards highly arousing content.

  20. Association of genetic variants with self-assessed color categories in Brazilians.

    Directory of Open Access Journals (Sweden)

    Danielle Fernandes Durso

    Full Text Available The Brazilian population was formed by extensive admixture of three different ancestral roots: Amerindians, Europeans and Africans. Our previous work has shown that at an individual level, ancestry, as estimated using molecular markers, was a poor predictor of color in Brazilians. We now investigate if SNPs known to be associated with human skin pigmentation can be used to predict color in Brazilians. For that, we studied the association of fifteen SNPs, previously known to be linked with skin color, in 243 unrelated Brazilian individuals self-identified as White, Browns or Blacks from Rio de Janeiro and 212 unrelated Brazilian individuals self-identified as White or Blacks from São Paulo. The significance of association of SNP genotypes with self-assessed color was evaluated using partial regression analysis. After controlling for ancestry estimates as covariates, only four SNPs remained significantly associated with skin pigmentation: rs1426654 and rs2555364 within SLC24A5, rs16891982 at SLC45A2 and rs1042602 at TYR. These loci are known to be involved in melanin synthesis or transport of melanosomes. We found that neither genotypes of these SNPs, nor their combination with biogeographical ancestry in principal component analysis, could predict self-assessed color in Brazilians at an individual level. However, significant correlations did emerge at group level, demonstrating that even though elements other than skin, eye and hair pigmentation do influence self-assessed color in Brazilians, the sociological act of self-classification is still substantially dependent of genotype at these four SNPs.

  1. Stop Think: a simple approach to encourage the self-assessment of learning.

    Science.gov (United States)

    Guy, Richard; Byrne, Bruce; Dobos, Marian

    2017-03-01

    A simple "stop think" approach was developed to encourage the self-assessment of learning. A key element was the requirement for students to rate their feeling of difficulty before [FOD (pre) ] and after [FOD (post) ] completing each of three authentic anatomy and physiology concept map exercises. The cohort was divided into low- (group L) and high-performing (group H) groups (based on final subject marks). Both FOD (pre) (group L) and FOD (post) (groups L and H) were significantly negatively correlated with score for some maps. A comparison of FOD (pre) and FOD (post) showed that students changed their mind about difficulty in 58-70% of the completed maps. Students who changed their estimation were asked to provide explanatory comments, and an increase in difficulty was related to problems with map link generation. For students who found the maps easier, 40% of comments indicated that map generation prompted recall of information from memory. Both difficulty estimations and comments supported the contention that students were self-assessing their interaction with the concept maps. Group H was significantly older than group L, had significantly higher levels of deep strategic and deep motivational learning, and had significantly higher marks in two of three concept map exercises. Notwithstanding these differences, the results from the "stop think" approach were similar between groups, indicating that it may be appropriate for students of varying academic ability. It is suggested that "stop think" may be a useful approach to encourage student self-assessment, an important step in assisting self-regulated learning development. Copyright © 2017 the American Physiological Society.

  2. The DRUID study: racism and self-assessed health status in an indigenous population

    Science.gov (United States)

    2012-01-01

    Background There is now considerable evidence from around the world that racism is associated with both mental and physical ill-health. However, little is known about the mediating factors between racism and ill-health. This paper investigates relationships between racism and self-assessed mental and physical health among Indigenous Australians as well as potential mediators of these relationships. Methods A total of 164 adults in the Darwin Region Urban Indigenous Diabetes (DRUID) study completed a validated instrument assessing interpersonal racism and a separate item on discrimination-related stress. Self-assessed health status was measured using the SF-12. Stress, optimism, lack of control, social connections, cultural identity and reactions/responses to interpersonal racism were considered as mediators and moderators of the relationship between racism/discrimination and self-assessed health status. Results After adjusting for socio-demographic factors, interpersonal racism was significantly associated with the SF-12 mental (but not the physical) health component. Stress, lack of control and feeling powerless as a reaction to racism emerged as significant mediators of the relationship between racism and general mental health. Similar findings emerged for discrimination-related stress. Conclusions Racism/discrimination is significantly associated with poor general mental health among this indigenous population. The mediating factors between racism and mental health identified in this study suggest new approaches to ameliorating the detrimental effects of racism on health. In particular, the importance of reducing racism-related stress, enhancing general levels of mastery, and minimising negative social connections in order to ameliorate the negative consequences of racism. PMID:22333047

  3. Validation of the self-assessment of communication skills and professionalism for nurses.

    Science.gov (United States)

    Pereira, Thaís Josgrilberg; Puggina, Ana Claudia

    2017-01-01

    to translate, adapt cross-culturally and validate into Brazilian Portuguese the following instrument: "Self-assessment of communication skills and professionalism in residents" for the nursing professional, and to determine if personal characteristics and performance of the nurse interfere in the self-assessment about professionalism and interpersonal communication. quantitative study. the sample consisted of 110 nurses with mean age of 32 years old (± 7.3), most of them were women (n = 80; 72.7%). The internal consistency of the scale "Autoavaliação sobre profissionalismo e comunicação interpessoal entre enfermeiro e paciente" presented moderate and satisfactory reliability (α=0,712). Factorial analysis identified four factors: Interpersonal Skills, Exchange of Information, Honesty in the Relationship and Professionalism. the instrument is valid and reliable in Portuguese and for Brazilian culture. Interpersonal Skills changed with gender and marital status. Ability to exchange information was influenced by gender and working sector. Self-assessment of professionalism changed with marital status. traduzir, adaptar culturalmente e validar para o português o instrumento Self-assessment of communication skills and professionalism in residents para o profissional enfermeiro e avaliar se características pessoais e de atuação do enfermeiro interferem na autoavaliação sobre o profissionalismo e comunicação interpessoal. estudo metodológico quantitativo. A amostra foi de 110 enfermeiros com média de idade de 32 anos (±7,3) e a maioria mulheres (n=80; 72,7%). A consistência interna da escala "Autoavaliação sobre profissionalismo e comunicação interpessoal entre enfermeiro e paciente" apresentou confiabilidade moderada e satisfatória (α=0,712). A análise fatorial identificou quatro fatores: Habilidade Interpessoal, Troca de Informação, Sinceridade na Relação e Profissionalismo. o instrumento é válido e confiável na língua portuguesa e para a

  4. Health self-assessment by hemodialysis patients in the Brazilian Unified Health System

    Science.gov (United States)

    Moreira, Tiago Ricardo; Giatti, Luana; Cesar, Cibele Comini; Andrade, Eli Iola Gurgel; Acurcio, Francisco de Assis; Cherchiglia, Mariângela Leal

    2016-01-01

    ABSTRACT OBJECTIVE To examine whether the level of complexity of the services structure and sociodemographic and clinical characteristics of patients in hemodialysis are associated with the prevalence of poor health self-assessment. METHODS In this cross-sectional study, we evaluated 1,621 patients with chronic terminal kidney disease on hemodialysis accompanied in 81 dialysis services in the Brazilian Unified Health System in 2007. Sampling was performed by conglomerate in two stages and a structured questionnaire was applied to participants. Multilevel multiple logistic regression was used for data analysis. RESULTS The prevalence of poor health self-assessment was of 54.5%, and in multivariable analysis it was associated with the following variables: increasing age (OR = 1.02; 95%CI 1.01–1.02), separated or divorced marital status (OR = 0.62; 95%CI 0.34–0.88), having 12 years or more of study (OR = 0.51; 95%CI 0.37–0.71), spending more than 60 minutes in commuting between home and the dialysis service (OR = 1.80; 95%CI 1.29–2.51), having three or more self-referred diseases (OR = 2.20; 95%CI 1.33–3.62), and reporting some (OR = 2.17; 95%CI 1.66–2.84) or a lot of (OR = 2.74; 95%CI 2.04–3.68) trouble falling asleep. Individuals in treatment in dialysis services with the highest level of complexity in the structure presented less chance of performing a self-assessment of their health as bad (OR = 0.59; 95%CI 0.42–0.84). CONCLUSIONS We showed poor health self-assessment is associated with age, years of formal education, marital status, home commuting time to the dialysis service, number of self-referred diseases, report of trouble sleeping, and also with the level of complexity of the structure of health services. Acknowledging these factors can contribute to the development of strategies to improve the health of patients in hemodialysis in the Brazilian Unified Health System. PMID:27143610

  5. Health self-assessment by hemodialysis patients in the Brazilian Unified Health System

    Directory of Open Access Journals (Sweden)

    Tiago Ricardo Moreira

    2016-01-01

    Full Text Available ABSTRACT OBJECTIVE To examine whether the level of complexity of the services structure and sociodemographic and clinical characteristics of patients in hemodialysis are associated with the prevalence of poor health self-assessment. METHODS In this cross-sectional study, we evaluated 1,621 patients with chronic terminal kidney disease on hemodialysis accompanied in 81 dialysis services in the Brazilian Unified Health System in 2007. Sampling was performed by conglomerate in two stages and a structured questionnaire was applied to participants. Multilevel multiple logistic regression was used for data analysis. RESULTS The prevalence of poor health self-assessment was of 54.5%, and in multivariable analysis it was associated with the following variables: increasing age (OR = 1.02; 95%CI 1.01–1.02, separated or divorced marital status (OR = 0.62; 95%CI 0.34–0.88, having 12 years or more of study (OR = 0.51; 95%CI 0.37–0.71, spending more than 60 minutes in commuting between home and the dialysis service (OR = 1.80; 95%CI 1.29–2.51, having three or more self-referred diseases (OR = 2.20; 95%CI 1.33–3.62, and reporting some (OR = 2.17; 95%CI 1.66–2.84 or a lot of (OR = 2.74; 95%CI 2.04–3.68 trouble falling asleep. Individuals in treatment in dialysis services with the highest level of complexity in the structure presented less chance of performing a self-assessment of their health as bad (OR = 0.59; 95%CI 0.42–0.84. CONCLUSIONS We showed poor health self-assessment is associated with age, years of formal education, marital status, home commuting time to the dialysis service, number of self-referred diseases, report of trouble sleeping, and also with the level of complexity of the structure of health services. Acknowledging these factors can contribute to the development of strategies to improve the health of patients in hemodialysis in the Brazilian Unified Health System.

  6. Relationship between self-assessed masticatory disability and 9-year mortality in a cohort of community-residing elderly people.

    Science.gov (United States)

    Nakanishi, Noriyuki; Fukuda, Hideki; Takatorige, Toshio; Tatara, Kozo

    2005-01-01

    To examine the relationship between self-assessed masticatory disability and mortality. Prospective. Community based. Total of 1,405 randomly selected people aged 65 and older living in Settsu, Osaka Prefecture, in October 1992. Data on health status as indicated by disability scores, history of health management, self-assessed masticatory ability, and psychosocial conditions were collected by means of interviews during home visits at the time of enrollment. Nine-year follow-up was completed for 1,245 (88.6%; 398 deceased and 847 alive). Self-assessed masticatory disability was significantly associated with being 75 and older, having overall disability, not using dental health checks or general health checks, not participating in social activities, not feeling that life is worth living (no ikigai), and finding relationships with people difficult. As for the association between self-assessed masticatory disability and mortality, the estimated survival rate for those with self-assessed masticatory disability was lower than that for those without for each group stratified by sex and age (65-74 and >or=75), and the equality of survival curves according to self-assessed masticatory disability was significant for each group. After controlling for potential predictors of mortality, self-assessed masticatory disability remained as a significant predictor of mortality (adjusted hazard ratio=1.63, 95% confidence interval=1.30-2.03, P<.001). These results indicate that self-assessed masticatory disability may be associated with a greater risk of mortality in community-residing elderly people.

  7. Self-assessment program and actions in ANAV; Implantacion del Programa de Autoevaluacion y Acciones en ANAV

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2004-07-01

    Since 1999, the Association Nuclear Asco-Vandellos II, AIE (ANAV) has a self-assessment program in place and controls and tracks the actions with the support of different databases. This article describes the improvements made in the self-assessment programs and actions of ANAV between 1999 up to the present, all the fruit of the experience gained in the application of these programs, Sector guidelines and international trends, as well as standardization with the other Spanish nuclear power plants. (Author)

  8. Information Presentation in Decision and Risk Analysis: Answered, Partly Answered, and Unanswered Questions.

    Science.gov (United States)

    Keller, L Robin; Wang, Yitong

    2017-06-01

    For the last 30 years, researchers in risk analysis, decision analysis, and economics have consistently proven that decisionmakers employ different processes for evaluating and combining anticipated and actual losses, gains, delays, and surprises. Although rational models generally prescribe a consistent response, people's heuristic processes will sometimes lead them to be inconsistent in the way they respond to information presented in theoretically equivalent ways. We point out several promising future research directions by listing and detailing a series of answered, partly answered, and unanswered questions. © 2016 Society for Risk Analysis.

  9. Oceanic hydrates: more questions than answers

    International Nuclear Information System (INIS)

    Laherrere, Jean

    2000-01-01

    Methane hydrates create problems by blocking pipelines and casing; they are also accused of contributing to environmental problems (e.g. global warming). Methane hydrates are also found in permafrost areas and in oceanic sediments where the necessary temperature and pressure for stability occur. Claims for the widespread occurrence in thick oceanic deposits are unfounded: apparently indirect evidence from seismic reflectors, seismic hydrocarbon indicators, logs and free samples is unreliable. At one time, hydrate was seen as a static, biogenic, continuous, huge resource but that view is changing to one of a dynamic, overpressurised, discontinuous and unreliable resource. Only Japan and India are currently showing any serious interest in hydrates. Academic research has raised more questions than answers. It is suggested that more hard exploratory evidence rather than theoretical study is required

  10. Approaches to answering critical CER questions.

    Science.gov (United States)

    Kinnier, Christine V; Chung, Jeanette W; Bilimoria, Karl Y

    2015-01-01

    While randomized controlled trials (RCTs) are the gold standard for research, many research questions cannot be ethically and practically answered using an RCT. Comparative effectiveness research (CER) techniques are often better suited than RCTs to address the effects of an intervention under routine care conditions, an outcome otherwise known as effectiveness. CER research techniques covered in this section include: effectiveness-oriented experimental studies such as pragmatic trials and cluster randomized trials, treatment response heterogeneity, observational and database studies including adjustment techniques such as sensitivity analysis and propensity score analysis, systematic reviews and meta-analysis, decision analysis, and cost effectiveness analysis. Each section describes the technique and covers the strengths and weaknesses of the approach.

  11. Interpretation of Genomic Data Questions and Answers

    Science.gov (United States)

    Simon, Richard

    2008-01-01

    Using a question and answer format we describe important aspects of using genomic technologies in cancer research. The main challenges are not managing the mass of data, but rather the design, analysis and accurate reporting of studies that result in increased biological knowledge and medical utility. Many analysis issues address the use of expression microarrays but are also applicable to other whole genome assays. Microarray based clinical investigations have generated both unrealistic hyperbole and excessive skepticism. Genomic technologies are tremendously powerful and will play instrumental roles in elucidating the mechanisms of oncogenesis and in devlopingan era of predictive medicine in which treatments are tailored to individual tumors. Achieving these goals involves challenges in re-thinking many paradigms for the conduct of basic and clinical cancer research and for the organization of interdisciplinary collaboration. PMID:18582627

  12. Answers at your fingertips: Access to the Internet influences willingness to answer questions.

    Science.gov (United States)

    Ferguson, Amanda M; McLean, David; Risko, Evan F

    2015-12-01

    Recent technological advances have given rise to an information-gathering tool unparalleled by any in human history-the Internet. Understanding how access to such a powerful informational tool influences how we think represents an important question for psychological science. In the present investigation we examined the impact of access to the Internet on the metacognitive processes that govern our decisions about what we "know" and "don't know." Results demonstrated that access to the Internet influenced individuals' willingness to volunteer answers, which led to fewer correct answers overall but greater accuracy when an answer was offered. Critically, access to the Internet also influenced feeling-of-knowing, and this accounted for some (but not all) of the effect on willingness to volunteer answers. These findings demonstrate that access to the Internet can influence metacognitive processes, and contribute novel insights into the operation of the transactive memory system formed by people and the Internet. Copyright © 2015 Elsevier Inc. All rights reserved.

  13. Training IBM Watson using Automatically Generated Question-Answer Pairs

    OpenAIRE

    Lee, Jangho; Kim, Gyuwan; Yoo, Jaeyoon; Jung, Changwoo; Kim, Minseok; Yoon, Sungroh

    2016-01-01

    IBM Watson is a cognitive computing system capable of question answering in natural languages. It is believed that IBM Watson can understand large corpora and answer relevant questions more effectively than any other question-answering system currently available. To unleash the full power of Watson, however, we need to train its instance with a large number of well-prepared question-answer pairs. Obviously, manually generating such pairs in a large quantity is prohibitively time consuming and...

  14. Explicit Knowledge-based Reasoning for Visual Question Answering

    OpenAIRE

    Wang, Peng; Wu, Qi; Shen, Chunhua; Hengel, Anton van den; Dick, Anthony

    2015-01-01

    We describe a method for visual question answering which is capable of reasoning about contents of an image on the basis of information extracted from a large-scale knowledge base. The method not only answers natural language questions using concepts not contained in the image, but can provide an explanation of the reasoning by which it developed its answer. The method is capable of answering far more complex questions than the predominant long short-term memory-based approach, and outperform...

  15. NATIONAL CAPACITY SELF ASSESSMENT FOR NON-ANNEX I NATIONS: THE CASE OF LEBANON

    Directory of Open Access Journals (Sweden)

    Farid B. Chaaban

    2013-01-01

    Full Text Available Countries, both developed and developing, are called on to identify, through self assessments, their priority environmental issues such as mitigating greenhouse gas emissions, combating deforestation, promoting sustainable land and water management, and minimizing their vulnerabilities to the impact of climate change. Root cause analysis is conducted to determine the major barriers and institutional capacities. This papers presents capacity constraints in national priority issues typically encountered in developing or non-annex one nations, with the national capacity self assessment of Lebanon taken as a case study. The analysis of the information has identified a number of achievements and difficulties related to the fulfillment of the commitments under the UN Framework Convention on Climate Change. The common priority issues are national action plan for GHG abatement, vulnerability and adaptation, research and systematic observation, technology transfer, and education and public awareness. Root cause analysis related to priority issues has been carried out during which the causes and impacts of the constraints have been identified. The corresponding assessment matrices are also presented. Lack of financial resources is found to be the constraint facing priority issues.

  16. Comparing the self-assessed and examiner-assessed driving skills of Japanese driving school students

    Directory of Open Access Journals (Sweden)

    Hiroshi Nakai

    2012-03-01

    A sample of Japanese driving test candidates (n=2021 completed a self-assessment using a 5-point scale applied to 19 items. The candidates completed the assessment shortly after passing their practical driving test conducted at a driving school. Their performance was also assessed by an examiner who used the same scale. The comparison between self-assessment and examiner-assessment revealed that around 40% of Japanese driving school students made a realistic assessment of their skills. With regard to the gender differences, although males displayed higher levels of overconfidence than females did, the differences were not as large as earlier studies with questionnaires had suggested. Furthermore, the effect of age on the accuracy of novice drivers' skill assessment was found to be relatively small. Our findings, which are based on a comparison of subjective assessments of driving skills between examiners and novices, instead of a questionable method which relies on a comparison with a hypothetical average driver, suggest that the majority of candidates in fact do not overrate their own skills. These results were discussed from the viewpoint of the driver education system and compared to other European research using the same framework.

  17. A Cyber Security Self-Assessment Method for Nuclear Power Plants

    International Nuclear Information System (INIS)

    Glantz, Clifford S.; Coles, Garill A.; Bass, Robert B.

    2004-01-01

    A cyber security self-assessment method (the Method) has been developed by Pacific Northwest National Laboratory. The development of the Method was sponsored and directed by the U.S. Nuclear Regulatory Commission. Members of the Nuclear Energy Institute Cyber Security Task Force also played a substantial role in developing the Method. The Method's structured approach guides nuclear power plants in scrutinizing their digital systems, assessing the potential consequences to the plant of a cyber exploitation, identifying vulnerabilities, estimating cyber security risks, and adopting cost-effective protective measures. The focus of the Method is on critical digital assets. A critical digital asset is a digital device or system that plays a role in the operation, maintenance, or proper functioning of a critical system (i.e., a plant system that can impact safety, security, or emergency preparedness). A critical digital asset may have a direct or indirect connection to a critical system. Direct connections include both wired and wireless communication pathways. Indirect connections include sneaker-net pathways by which software or data are manually transferred from one digital device to another. An indirect connection also may involve the use of instructions or data stored on a critical digital asset to make adjustments to a critical system. The cyber security self-assessment begins with the formation of an assessment team, and is followed by a six-stage process

  18. A Cyber Security Self-Assessment Method for Nuclear Power Plants

    Energy Technology Data Exchange (ETDEWEB)

    Glantz, Clifford S.; Coles, Garill A.; Bass, Robert B.

    2004-11-01

    A cyber security self-assessment method (the Method) has been developed by Pacific Northwest National Laboratory. The development of the Method was sponsored and directed by the U.S. Nuclear Regulatory Commission. Members of the Nuclear Energy Institute Cyber Security Task Force also played a substantial role in developing the Method. The Method's structured approach guides nuclear power plants in scrutinizing their digital systems, assessing the potential consequences to the plant of a cyber exploitation, identifying vulnerabilities, estimating cyber security risks, and adopting cost-effective protective measures. The focus of the Method is on critical digital assets. A critical digital asset is a digital device or system that plays a role in the operation, maintenance, or proper functioning of a critical system (i.e., a plant system that can impact safety, security, or emergency preparedness). A critical digital asset may have a direct or indirect connection to a critical system. Direct connections include both wired and wireless communication pathways. Indirect connections include sneaker-net pathways by which software or data are manually transferred from one digital device to another. An indirect connection also may involve the use of instructions or data stored on a critical digital asset to make adjustments to a critical system. The cyber security self-assessment begins with the formation of an assessment team, and is followed by a six-stage process.

  19. [Differences in self-assessment of health and psychological wellbeing between healthy and unhealthy young adults].

    Science.gov (United States)

    Kornienko, D S; Kozlov, A I; Otavina, M L

    2016-01-01

    Self-assessment of health is the one out of the most important characteristics, which gives an idea about the health of the respondent as a psychophysiological continuum. The purpose of this study is to establish the relationship between indices of self-rated health and characteristics of the psychological well-being. Sample 344 young adults - students at an average age of 20.9 ± 1.6 years. Methods. “Self-assessment of health” questionnaire was used; MOSSF36 questionnaire and “Psychological wellbeing scale” developed by K. Riff. Respondents were divided into groups: (1) without chronic diseases; (2) having one or more chronic diseases of any etiology. Results. The presence of chronic diseases was shown to negatively effect on the self-estimation of physical and psychological state. The significant positive correlation (p psychological wellbeing as unrelated to each other characteristics. In contrast, in cases with even mild chronic health problems there is pronounced the relationship between somatic and psychological health, which forms a complex of physical and psychological factors determining the general state of a person.

  20. Indigenous youth-developed self-assessment: The Personal Balance Tool.

    Science.gov (United States)

    Barraza, Rachelle; Bartgis, Jami

    2016-01-01

    The Fresno American Indian Health Project (FAIHP) Youth Council developed and pilot tested a strength-based, holistic, and youth-friendly self-assessment tool grounded in the Medicine Wheel, a framework and theoretical orientation for teaching wellness in many tribal communities. This paper summarizes the development of the Youth Personal Balance Tool and the methods used for tool revisions through two separate pilot studies and ongoing process evaluations across 3 years. Using a community-based participatory evaluation model, FAIHP leveraged community resources to implement an annual youth Gathering of Native Americans to support youth in healing from historical and intergenerational trauma and restoring communities to balance by making them a part of the solution. This tool is one of many outcomes of their work. The Youth Council is offering the tool as a gift (in line with the cultural value of generosity) to other Indigenous communities that are searching for culturally competent self-assessment tools for youth. The authors believe this tool has the potential to progress the field in strength-based, holistic, youth-friendly assessment as a culturally competent method for Indigenous evaluation and research.

  1. Communication self-assessment by public prosecutors in a north-eastern Brazilian state.

    Science.gov (United States)

    Sales, Neuza Josina; Castaneda, Daniel Francisco Neyra; Barreto, Íkaro Daniel de Carvalho; Paoliello, Marina; Campanha, Silvia Márcia Andrade

    2016-01-01

    To describe how public prosecutors self-assess their communication approaches and how listeners react to them; to analyze how this relates to gender, age, and work experience. Descriptive, transversal study. A questionnaire was developed and sent to 126 public prosecutors for completion. Thirty-three completed questionnaires were sent back. The independent variables were gender, age, and number of years of professional experience. The dependent variables were communication self-assessment throughout the years of work, communication parameters used, and listeners' reactions. A descriptive analyzis and Fisher's Exact Test was carried out. the sample contained both male and female participants with a median age of 43 years and an average of 20 years of professional experience. Most of the respondents claimed they had experienced demotivation, insecurity, tension, and difficulty when trying to convince listeners. More women than men reported they felt that their communication had worsened throughout their careers. All the women reported they experienced insecurity when speaking in public. One third of the public prosecutors stated they suffered from disorders on their voice. Those respondents aged over 43, experienced greater proportion on voice change than younger ones. In contrast to their younger colleagues, the majority of public prosecutors with more than 20 years of professional experience revealed that they felt insecure when speaking in public. the public prosecutors identified their strong and weak communication parameters. Gender, age, and work experience affect communicative performance.

  2. Association between psychological and self-assessed health status and smartphone overuse among Korean college students.

    Science.gov (United States)

    Kim, Hyun-Jin; Min, Jin-Young; Kim, Hye-Jin; Min, Kyoung-Bok

    2017-09-04

    Several studies suggest that subjective health status is closely related to various behavioral addictions, but there are few studies on smartphone overuse. This study investigated the associations between psychological and subjective health conditions and smartphone overuse in Korean college students. A total of 608 college students participated in this study. We investigated the perceived psychological factors, such as stress, depression symptoms and suicidal ideation. Overall health status was evaluated with self-assessed items, including usual health condition and EuroQol-visual analog scales (EQ-VAS) score. Smartphone overuse was evaluated as the Korean Smartphone Addiction Proneness Scale. Students with psychotic anxiety (i.e. stress, depression and suicidal ideation) showed significant associations with smartphone overuse, indicating an approximately twofold increased risk compared to those without psychological anxiety (all p smartphones than those who are in good health (OR = 1.98; 95% CI = 1.22-3.21). The EQ-VAS score, which indicates current self-assessed health status, also showed a similar result with general health status (OR = 2.14; 95% CI = 1.14-4.02). Negative conditions in self-perceived emotional or overall health condition are associated with the increased likelihood of smartphone overuse in Korean college students.

  3. Mood self-assessment in bipolar disorder: a comparison between patients in mania, depression, and euthymia

    Directory of Open Access Journals (Sweden)

    Rafael de Assis da Silva

    2013-01-01

    Full Text Available BACKGROUND: Some studies indicate that mood self-assessment is more severely impaired in patients with bipolar disorder in a manic episode than in depression. OBJECTIVES: To investigate variations in mood self-assessment in relation to current affective state in a group of individuals with bipolar disorder. METHODS: A total of 165 patients with a diagnosis of bipolar disorder type I or type II had their affective state assessed using the Clinical Global Impressions Scale for use in bipolar illness (CGI-BP, the Positive and Negative Syndrome Scale (PANSS, and the Global Assessment of Functioning (GAF. In addition, participants completed a self-report visual analog mood scale (VAMS. Patients were divided into three groups (euthymia, mania, and depression and compared with regard to VAMS results. RESULTS: Manic patients rated their mood similarly to patients in euthymia in 14 out of 16 items in the VAMS. By contrast, depressed patients rated only two items similarly to euthymic patients. CONCLUSION: Patients with bipolar disorder in mania, but not those in depression, poorly evaluate their affective state, reinforcing the occurrence of insight impairment in the manic syndrome.

  4. The Role of Self-Assessment in Foundation of Mathematics Learning

    Science.gov (United States)

    Masriyah

    2018-01-01

    This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

  5. Understanding the current state of infection preventionists through competency, role, and activity self-assessment.

    Science.gov (United States)

    Kalp, Ericka L; Marx, James F; Davis, James

    2017-06-01

    The Association for Professionals in Infection Control and Epidemiology (APIC) MegaSurvey, administered in 2015, was completed by approximately 4,079 APIC members. The survey sought to gain a better understanding the current state of 4 components of infection prevention practice: demographic characteristics, compensation, organizational structure, and practice and competency. The data for this analysis come from the APIC MegaSurvey Practice and Competency domain. Descriptive statistics and χ 2 analyses were conducted to examine differences in infection preventionist (IP) competency, roles, and activity self-assessments. The majority of IPs self-assessed their competency as Proficient compared with Novice or Expert for each of the 8 IP core competency activities. Forty percent of IPs self-rated their competency as Expert in the Preventing/Controlling the Transmission of Infectious Agents/HAIs component. IPs reported Novice competency in Employee/Occupational Health (29%); Cleaning, Sterilization, Disinfection, and Asepsis (23%); and Education and Research categories (22%). Differences in self-rated competency among IPs by discipline type (public health, nurse, and laboratory) were identified. Differences in self-rated competency were identified for each of the 8 IP core competency activities. IPs report using various resource types to gain competency. Future research is needed to identify opportunities to increase competency levels in the weakest-rated competency activities. Copyright © 2017 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

  6. 32 CFR 884.2 - Assigned responsibilities.

    Science.gov (United States)

    2010-07-01

    ... OF PERSONNEL TO UNITED STATES CIVILIAN AUTHORITIES FOR TRIAL § 884.2 Assigned responsibilities. (a... 32 National Defense 6 2010-07-01 2010-07-01 false Assigned responsibilities. 884.2 Section 884.2... requests for return of members to the United States for delivery to civilian authorities when the request...

  7. 12 CFR 563e.28 - Assigned ratings.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Assigned ratings. 563e.28 Section 563e.28 Banks... for Assessing Performance § 563e.28 Assigned ratings. (a) Ratings in general. Subject to paragraphs (b... performance under the lending, investment and service tests, the community development test, the small savings...

  8. Stress Assignment in Reading Italian Polysyllabic Pseudowords

    Science.gov (United States)

    Sulpizio, Simone; Arduino, Lisa S.; Paizi, Despina; Burani, Cristina

    2013-01-01

    In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects…

  9. Assignment of element and isotope factors

    International Nuclear Information System (INIS)

    Schneider, R.A.

    1984-01-01

    Element and isotope factors are assigned in the NICS internal accounting system at the Exxon Fuel Fabrication Facility on the basis of coded information included on the material transfer documents. This paper explains more fully the manner in which NICS assigns these factors

  10. Detecting Plagiarism in MS Access Assignments

    Science.gov (United States)

    Singh, Anil

    2013-01-01

    Assurance of individual effort from students in computer-based assignments is a challenge. Due to digitization, students can easily use a copy of their friend's work and submit it as their own. Plagiarism in assignments puts students who cheat at par with those who work honestly and this compromises the learning evaluation process. Using a…

  11. Production and evaluation of (multimodal) answers to medical questions

    NARCIS (Netherlands)

    van Hooijdonk, C.M.J.; Krahmer, E.; Maes, A.; Theune, Mariet; Bosma, W.E.; Maes, A.; Ainsworth, S.

    This paper describes two experiments carried out to investigate the production and evaluation of multimodal answer presentations in the context of a medical question answering system. In a production experiment participants had to produce answers to different types of questions. The results show

  12. 49 CFR 31.10 - Default upon failure to answer.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 1 2010-10-01 2010-10-01 false Default upon failure to answer. 31.10 Section 31.10 Transportation Office of the Secretary of Transportation PROGRAM FRAUD CIVIL REMEDIES § 31.10 Default upon failure to answer. (a) If the defendant does not answer within the time prescribed in § 31.9...

  13. 6 CFR 13.10 - Default upon failure to answer.

    Science.gov (United States)

    2010-01-01

    ... 6 Domestic Security 1 2010-01-01 2010-01-01 false Default upon failure to answer. 13.10 Section 13.10 Domestic Security DEPARTMENT OF HOMELAND SECURITY, OFFICE OF THE SECRETARY PROGRAM FRAUD CIVIL REMEDIES § 13.10 Default upon failure to answer. (a) If the Defendant does not answer within the time...

  14. The Artful Dodger: Answering the Wrong Question the Right Way

    Science.gov (United States)

    Rogers, Todd; Norton, Michael I.

    2011-01-01

    What happens when speakers try to "dodge" a question they would rather not answer by answering a different question? In 4 studies, we show that listeners can fail to detect dodges when speakers answer similar--but objectively incorrect--questions (the "artful dodge"), a detection failure that goes hand-in-hand with a failure to rate dodgers more…

  15. Real life working shift assignment problem

    Science.gov (United States)

    Sze, San-Nah; Kwek, Yeek-Ling; Tiong, Wei-King; Chiew, Kang-Leng

    2017-07-01

    This study concerns about the working shift assignment in an outlet of Supermarket X in Eastern Mall, Kuching. The working shift assignment needs to be solved at least once in every month. Current approval process of working shifts is too troublesome and time-consuming. Furthermore, the management staff cannot have an overview of manpower and working shift schedule. Thus, the aim of this study is to develop working shift assignment simulation and propose a working shift assignment solution. The main objective for this study is to fulfill manpower demand at minimum operation cost. Besides, the day off and meal break policy should be fulfilled accordingly. Demand based heuristic is proposed to assign working shift and the quality of the solution is evaluated by using the real data.

  16. Mars - robust automatic backbone assignment of proteins

    International Nuclear Information System (INIS)

    Jung, Young-Sang; Zweckstetter, Markus

    2004-01-01

    MARS a program for robust automatic backbone assignment of 13 C/ 15 N labeled proteins is presented. MARS does not require tight thresholds for establishing sequential connectivity or detailed adjustment of these thresholds and it can work with a wide variety of NMR experiments. Using only 13 C α / 13 C β connectivity information, MARS allows automatic, error-free assignment of 96% of the 370-residue maltose-binding protein. MARS can successfully be used when data are missing for a substantial portion of residues or for proteins with very high chemical shift degeneracy such as partially or fully unfolded proteins. Other sources of information, such as residue specific information or known assignments from a homologues protein, can be included into the assignment process. MARS exports its result in SPARKY format. This allows visual validation and integration of automated and manual assignment

  17. What Is the Correct Answer about The Dress’ Colors? Investigating the Relation between Optimism, Previous Experience, and Answerability

    OpenAIRE

    Karlsson, Bodil S. A.; Allwood, Carl Martin

    2016-01-01

    The Dress photograph, first displayed on the internet in 2015, revealed stunning individual differences in color perception. The aim of this study was to investigate if lay-persons believed that the question about The Dress colors was answerable. Past research has found that optimism is related to judgments of how answerable knowledge questions with controversial answers are (Karlsson et al., 2016). Furthermore, familiarity with a question can create a feeling of knowing the answer (Reder and...

  18. Differences between self-assessment and external rating of voice with regard to sex characteristics, age, and attractiveness.

    Science.gov (United States)

    Sandmann, Katja; am Zehnhoff-Dinnesen, Antoinette; Schmidt, Claus-Michael; Rosslau, Ken; Lang-Roth, Ruth; Burgmer, Markus; Knief, Arne; Matulat, Peter; Vauth, Melanie; Deuster, Dirk

    2014-01-01

    This study investigates differences between the self-assessment and external rating of a person's voice with regard to sex characteristics, age, and attractiveness of the voice and mean fundamental frequency (F0). Cross-sectional study. A group of 47 participants with a balanced sex distribution was recruited and the following data were collected: videostroboscopy, voice range profile, F0, self-assessment questionnaire (attractiveness, masculinity or femininity of voice, and appearance), Voice Handicap Index, and questionnaires to determine levels of depression and quality of life. External rating was performed by four experts and four laymen. In both sexes, fair to moderate significant correlations between the self-assessment of masculinity (men)/femininity (women) of voice and masculinity/femininity of appearance could be found, but not between the self-assessment of attractiveness of voice and appearance. In men, a statistically significant correlation was found between external ratings and self-assessment of attractiveness and, with the exception of the female rating group, of masculinity. In women, self-assessment of femininity and attractiveness of voice did not correlate to a statistically significant extent with the evaluation of the external rater. Additionally, the statistical correlation between estimated and real ages was high. Although the objective parameters of age and gender identification could be rated with a high degree of accuracy, subjective parameters showed significant differences between self-assessment and external rating, in particular in rating women's voices. Taking these findings into account in treatments for modifying voice could impede successful interventions. As one consequence, we recommend summarizing target agreements in detail before the treatment. Copyright © 2014 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  19. Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery.

    Science.gov (United States)

    Yoho, Robert M; Vardaxis, Vassilios; Millonig, Kelsey

    2016-05-01

    Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

  20. NUGs waiting on OEFC for answers

    Energy Technology Data Exchange (ETDEWEB)

    Anon.

    2000-07-01

    Non-utility generators of electric power (NUGs), holders of more than 80 power sales contracts with the former Ontario Hydro, are anxiously awaiting answers from the Ontario Electricity Finance Corporation (OEFC) regarding the rules for bidding for contracts. It appears that several important deadlines have passed without action by the OEFC, which could result in NUGs being denied the opportunity to bid for generation contracts. One action by the OEFC that was welcomed by the NUGs was the information that holders of NUG contracts are suppliers of power to a wholesale marketer, and it is that marketer who is obliged to comply with the Independent Market Operator (IMO) under the market rules. The information sent to NUG representatives specifically acknowledged that OEFC, which is responsible for managing power purchase contracts of the former Ontario Hydro, is itself a Wholesale Market Participant, which means that the costs related to bidding into the IMO under the new market rules, and the necessary upgrading of systems to allow for that, will be borne by the Marketer, or distributor of power, which in this case is the OEFC. This was one of the many outstanding issues between the NUGs and their counterparts in the power purchase agreements.

  1. Increasing faculty participation in resident education and providing cost-effective self-assessment module credit to faculty through resident-generated didactics.

    Science.gov (United States)

    Kim, Hyun; Malatesta, Theresa M; Anné, Pramila R; McAna, John; Bar-Ad, Voichita; Dicker, Adam P; Den, Robert B

    Board certified radiation oncologists and medical physicists are required to earn self-assessment module (SAM) continuing medical education (CME) credit, which may require travel costs or usage fees. Data indicate that faculty participation in resident teaching activities is beneficial to resident education. Our hypothesis was that providing the opportunity to earn SAM credit in resident didactics would increase faculty participation in and improve resident education. SAM applications, comprising CME certified category 1 resident didactic lectures and faculty-generated questions with respective answers, rationales, and references, were submitted to the American Board of Radiology for formal review. Surveys were distributed to assess main academic campus physician, affiliate campus physician, physicist, and radiation oncology resident impressions regarding the quality of the lectures. Survey responses were designed in Likert-scale format. Sign-test was performed with P motivation to attend resident didactics (P = .004). Residents reported an increased amount of time required to prepare lectures (P = .008). We are the first department, to our knowledge, to offer SAM credit to clinical faculty for participation in resident-generated didactics. Offering SAM credit at resident lectures is a cost-effective alternative to purchasing SAM resources, increases faculty attendance, and may improve the quality of radiation oncology resident education. Copyright © 2016 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

  2. Characterization and improvement of the nuclear safety culture through self-assessment

    International Nuclear Information System (INIS)

    Levin, H.A.; McGehee, R.B.; Cottle, W.T.

    1996-01-01

    Organizational culture has a powerful influence on overall corporate performance. The ability to sustain superior results in ensuring the public's health and safety is predicated on an organization's deeply embedded values and behavioral norms and how these affect the ability to change and seek continuous improvement. The nuclear industry is developing increased recognition of the relationship of culture to nuclear safety performance as a critical element of corporate strategy. This paper describes a self-assessment methodology designed to characterize and improve the nuclear safety culture, including processes for addressing employee concerns. This methodology has been successfully applied on more than 30 occasions in the last several years, resulting in measurable improvements in safety performance and quality and employee motivation, productivity, and morale. Benefits and lessons learned are also presented

  3. A framework for self-assessment of capacity needs in land administration

    DEFF Research Database (Denmark)

    Enemark, Stig; van der Molen, Paul

    2006-01-01

    This paper is facing the widely stated problem of poor institutional capacity of land administration agencies in many developing and transition countries. Responding to this problem has not been simple. The challenges of building capacity in land administration are immense and not similar to just...... human resource development. Capacity building addresses the broader concept of the ability of organisations and individuals to perform functions effectively, efficiently and sustainable. The guidelines presented in this paper address the ability/capacity of land administration systems at the societal...... processes; to needed human resources and training programs. For each step the capacity of the system can be assessed and possible or needed improvement can be identified. The guidelines aim to function as a basis for in-country self-assessment of the capacity needs in land administration. The government may...

  4. A Self-Assessment Stereo Capture Model Applicable to the Internet of Things

    Science.gov (United States)

    Lin, Yancong; Yang, Jiachen; Lv, Zhihan; Wei, Wei; Song, Houbing

    2015-01-01

    The realization of the Internet of Things greatly depends on the information communication among physical terminal devices and informationalized platforms, such as smart sensors, embedded systems and intelligent networks. Playing an important role in information acquisition, sensors for stereo capture have gained extensive attention in various fields. In this paper, we concentrate on promoting such sensors in an intelligent system with self-assessment capability to deal with the distortion and impairment in long-distance shooting applications. The core design is the establishment of the objective evaluation criteria that can reliably predict shooting quality with different camera configurations. Two types of stereo capture systems—toed-in camera configuration and parallel camera configuration—are taken into consideration respectively. The experimental results show that the proposed evaluation criteria can effectively predict the visual perception of stereo capture quality for long-distance shooting. PMID:26308004

  5. Development, Validation, and Verification of a Self-Assessment Tool to Estimate Agnibala (Digestive Strength).

    Science.gov (United States)

    Singh, Aparna; Singh, Girish; Patwardhan, Kishor; Gehlot, Sangeeta

    2017-01-01

    According to Ayurveda, the traditional system of healthcare of Indian origin, Agni is the factor responsible for digestion and metabolism. Four functional states (Agnibala) of Agni have been recognized: regular, irregular, intense, and weak. The objective of the present study was to develop and validate a self-assessment tool to estimate Agnibala The developed tool was evaluated for its reliability and validity by administering it to 300 healthy volunteers of either gender belonging to 18 to 40-year age group. Besides confirming the statistical validity and reliability, the practical utility of the newly developed tool was also evaluated by recording serum lipid parameters of all the volunteers. The results show that the lipid parameters vary significantly according to the status of Agni The tool, therefore, may be used to screen normal population to look for possible susceptibility to certain health conditions. © The Author(s) 2016.

  6. Competencies development and self-assessment in maintenance management e-training

    Science.gov (United States)

    Papathanassiou, Nikos; Pistofidis, Petros; Emmanouilidis, Christos

    2013-10-01

    The maintenance management function requires staff to possess a truly multidisciplinary set of skills. This includes competencies from engineering and information technology to health and safety, management and finance, while also taking into account the normative and legislative issues. This body of knowledge is rarely readily available within a single university course. The potential of e-learning in this field is significant, as it is a flexible and less costly alternative to conventional training. Furthermore, trainees can follow their own pace, as their available time is often a commodity. This article discusses the development of tools to support competencies development and self-assessment in maintenance management. Based on requirements arising from professional bodies' guidelines and a user survey, the developed tools implement a dedicated maintenance management training curriculum. The results from pilot testing on academic and industrial user groups are discussed and user evaluations are linked with specific e-learning design issues.

  7. Not feeling well … true or exaggerated? Self-assessed health as a leading health indicator.

    Science.gov (United States)

    Becchetti, Leonardo; Bachelet, Maria; Riccardini, Fabiola

    2018-02-01

    We provide original, international evidence documenting that self-assessed health (SAH) is a leading health indicator, that is, a significant predictor of future changes in health conditions, in a large sample of Europeans aged above 50 and living in 13 different countries. We find that, after controlling for attrition bias, lagged SAH is significantly and negatively correlated with changes in the number of chronic diseases, net of the correlations with levels, and changes in sociodemographic factors and health styles, country and regional health system effects, and declared symptoms. Illness-specific estimates document that lagged SAH significantly correlates with arthritis, cholesterol, and lung diseases (and weakly so with ulcer, hypertension, and cataracts) and has a significant correlation with the probability of contracting cancer. Interpretations and policy implications of our findings are discussed in the paper. Copyright © 2017 John Wiley & Sons, Ltd.

  8. Self-assessment of the competences in occupational medicine as an instrument for improving postgraduate training.

    Science.gov (United States)

    Boczkowski, A

    2000-01-01

    The main goal of the postgraduate training in occupational medicine is to make already experienced students develop appropriate competences to deal with health problems existing and emerging in the realities of different spheres of occupational health. The task requires checking on and evaluation of the students' learning process and its results. Thirteen types of competence transmitted to the students were made the points of reference in a special self-assessment questionnaire. The respondents were asked to assess the contribution of particular lectures and seminars to the acquirement or improvement of each type of competence. The results obtained in a group of students suggest that some modifications and improvements in the educational objectives and programmes should be introduced.

  9. A conceptual framework for developing a critical thinking self-assessment scale.

    Science.gov (United States)

    Nair, Girija G; Stamler, Lynnette Leeseberg

    2013-03-01

    Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS. Copyright 2013, SLACK Incorporated.

  10. [Suicide and evaluation. Review of French tools: Non-dimensional approach and self-assessment].

    Science.gov (United States)

    Ducher, J-L; de Chazeron, I; Llorca, P-M

    2016-06-01

    Suicide prevention represents a major challenge to public health, and the suicide risk is a permanent concern in psychiatry. But the main difficulty is its diagnosis. What resources are available in French which seem to help therapists in this process? We can distinguish the non-dimensional approach, the use of self-administered questionnaires or interviewer-administrated questionnaires. In this paper, for reasons of editing constraints, we are interested only in a non-dimensional approach and direct assessment measures by self-assessment, analysing the strengths and limitations of each and taking into account scientific studies that have been devoted to them and their clinical relevance. We first considered various aspects of non-dimensional approach through suicidal risk factors research, suicidal emergency and suicidal potential concepts, Shea approach, the model of Mann and some recommended evaluations. This type of approach has a number of advantages, but also limitations. Dimensional approach allows going further. In this article, we also discuss the existing self-assessment tools in French as for example dedicated item for Beck Depression Inventory (BDI) or specific scales such as Reasons for Living Inventory (RFL), Suicidal Probability Scale (SPS), Beck Hopelessness Scale (BHS) and self-administered Suicide Risk Assessment Scale of Ducher (aRSD). These last two seem to be used as a priority regarding result of their validation studies. The strong correlation between the self-administered questionnaire aRSD and the interviewer-administered Suicide Risk Assessment Scale of Ducher RSD (r=0.92; P<10(-7)) shows the ability of patients to express their suicidal ideation if we want to invite them to do so. Copyright © 2015 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

  11. Diagnostic Performance of Self-Assessment for Constipation in Patients With Long-Term Opioid Treatment.

    Science.gov (United States)

    Tafelski, Sascha; Bellin, Felicitas; Denke, Claudia; Beutlhauser, Torsten; Fritzsche, Thomas; West, Christina; Schäfer, Michael

    2015-12-01

    Constipation is a prevalent comorbidity affecting ∼50% of patients with long-term opioid therapy. In clinical routine different diagnostic instruments are in use to identify patients under risk. The aim of this study was to assess the diagnostic performance of an 11-item Likert scale for constipation used as a self-assessment in opioid-treated patients. This trial was conducted as a retrospective cohort study in Berlin, Germany. Patients with long-term opioid therapy treated in 2 university-affiliated outpatient pain facilities at the Charité hospital were included from January 2013 to August 2013. Constipation was rated in a self-assessment using a numeric rating scale from 0 to 10 (Con-NRS) and compared with results from a structured assessment based on ROME-III criteria. Altogether, 171 patients were included. Incidence of constipation was 49% of patients. The receiver-operating characteristic of Con-NRS achieved an area under the curve of 0.814 (AUC 95% confidence interval 0.748-0.880, P < 0.001). Con-NRS ≥ 1 achieved sensitivity and specificity of 79.7% and 77.2%, respectively. The positive predictive value and the negative predictive value were 70.3% and 81.6%, respectively. Overall diagnostic performance of a concise 11-item Likert scale for constipation was moderate. Although patients with long-term opioid therapy are familiar with numeric rating scales, a significant number of patients with constipation were not identified. The instrument may be additionally useful to facilitate individualized therapeutic decision making and to control therapeutic success when measured repetitively.

  12. Self-assessment and goal-setting is associated with an improvement in interviewing skills.

    Science.gov (United States)

    Hanley, Kathleen; Zabar, Sondra; Charap, Joseph; Nicholson, Joseph; Disney, Lindsey; Kalet, Adina; Gillespie, Colleen

    2014-01-01

    Describe the relationship between medical students' self-assessment and goal-setting (SAGS) skills and development of interviewing skills during the first-year doctoring course. 157 first-year medical students completed three two-case standardized patient (SP) interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. SAGS improved over time (37% good week 1 vs. 61% good week 10). Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills - those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024). For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1-10 and then increased significantly at week 17. For those whose SAGS remained 'poor' in weeks 1-10, interviewing skills declined in weeks 10-17. In general, the quality of students' SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring.

  13. From Self-Assessment to Frustration, A Small Step Towards Autonomy in Robotic Navigation.

    Directory of Open Access Journals (Sweden)

    Adrien eJauffret

    2013-10-01

    Full Text Available Autonomy and self-improvement capabilities are still challenging in the fields of robotics and machine learning. Allowing a robot to autonomously navigate in wide and unknown environments not only requires a repertoire of robust strategies to cope with miscellaneous situations, but also needs mechanisms of self-assessment for guiding learning and for monitoring strategies. Monitoring strategies requires feedbacks on the behavior’s quality, from a given fitness system in order to take correct decisions.In this work, we focus on how a second-order controller can be used to (1 manage behaviors according to the situation and (2 seek for human interactions to improve skills. Following an incremental and constructivist approach, we present a generic neural architecture, based on an online novelty detection algorithm that may be able to self-evaluate any sensory-motor strategies. This architecture learns contingencies between sensations and actions, giving the expected sensation from the previous perception. Prediction error, coming from surprising events, provides a measure of the quality of the underlying sensory-motor contingencies. We show how a simple second-order controller (emotional system based on the prediction progress allows the system to regulate its behavior to solve complex navigation tasks and also succeeds in asking for help if it detects dead-lock situations.We propose that this model could be a key structure toward self-assessment and autonomy. We made several experiments that can account for such properties for two different strategies (road following and place cells based navigation in different situations.

  14. [Compliance with the requirements of paediatric emergency departments in Spain: a self-assessment survey].

    Science.gov (United States)

    Sánchez Etxaniz, J; Luaces I Cubells, C; Benito Fernández, J

    2011-08-01

    Paediatric emergency medicine in Spain is practiced in differently configured departments, staffing and organisation. Our goal was to determine the situation in Paediatric Emergency Departments (PED) and their adaptation to the quality standards proposed by the Spanish Society of Paediatric Emergencies. A self-assessment questionnaire on standards performance was sent to 47 PED directors by e-mail. It consisted of 101 items, 69 considered mandatory. According to the fulfilment of these 69 items 4 PED groups were selected: group I: in the best position (met 69), group II: requiring minimal changes (meeting 62-68), group III: requiring major changes (meeting 41-61); group IV: requiring a lot of major changes (meeting less than 41). Thirty nine questionnaires were completed in full. The PED included in the study tended to an average of 35310 annual emergencies (5000-115000). No PED was included in group I, 6 in II 27 in III and 6 in IV. There was a tendency towards higher compliance with standards in larger PED, but there was no significant relationship between the number of emergencies and the number of items fulfilled. 1. Staffing and architectural and organizational aspects may not be adequate to achieve optimal patient outcome in many PED in Spain. This fact does not appear to be related to the annual patient census. 2. The areas for improvement mainly affect functional issues that must be undertaken by those responsible. 3. A significant number of PED have serious architectural and staffing deficiencies, which would require economic measures by their managers. 4. Our self-assessment questionnaire identifies improvement actions. Copyright © 2010 Asociación Española de Pediatría. Published by Elsevier Espana. All rights reserved.

  15. Single mothers' self-assessment of health: a systematic exploration of the literature.

    Science.gov (United States)

    Rousou, E; Kouta, C; Middleton, N; Karanikola, M

    2013-12-01

    This study aimed to explore single mothers' self-assessed level of health status compared to partnered mothers and the relevant factors associated with it. The number of single-mother families is increasing worldwide. A large body of international research reveals that single mothers experience poorer physical and mental health than their married counterparts. An important contributory factor for this health disparity appears to be socio-economic disadvantage. A systematic search of the literature was conducted using the keywords 'lone' or 'single' and 'mother*' or 'parent*' or 'family structure' in combination with 'health'. EMBASE, CINAHL, COCHRANE and PUBMED databases were searched for quantitative research studies published in the past decade. Eleven quantitative research articles with self-assessment of health status in single mothers were identified. Single mothers report lower levels of health status compared to partnered mothers. These inequalities appear to be associated with financial hardship and lack of social support. Both these factors increase single mothers' susceptibility to stress and illness. Despite the study limitations (e.g. results based mainly on secondary data from household surveys), it provides evidence that single motherhood places women in an adverse social position that is associated with prolonged stress mainly due to unemployment, economic hardship and social exclusion, which affects negatively their health status. These findings can be seen as a challenge for health professionals, especially those working in the community sector and policy makers too, to establish supportive measures for this vulnerable group focused on socio-economic factors. © 2013 International Council of Nurses.

  16. Determining nurses\\' clinical competence in hospitals of Bushehr University of Medical Sciences by self assessment method

    Directory of Open Access Journals (Sweden)

    Masood mahreini

    2008-09-01

    Full Text Available Background: Nurses’ self awareness of their own level of clinical competence is essential in maintaining high standards of care and identifying areas of educational need and professional development. Self-assessment is a method for measuring clinical competence, and encourages nurses to use reflective thinking and take an active part in the learning process. Although nurse competence may vary between hospitals, very few studies have been done on this subject. Methods: In this cross sectional study, we analyzed clinical competency of 190 registered nurses working in different hospitals in Bushehr by self assessment method. The instrument for data collection was a valid and reliable questionnaire consisting of 73 items from seven categories which were devised from Benner's “from Novice to Expert” framework. The level of competence was assessed on a scale of 0-100 and the frequency of using the competencies was assessed on a Likert scale. Results: the nurses reported their overall level of competence as “good” (51-75. They felt more competent in the categories of “managing situations” and “helping role” (with maximum score of 79.54 and least competent in “teaching – coaching” and “ensuring quality” categories (with minimum score of 61.15. The frequency of practicing competencies had a positive correlation with the level of nursing clinical competence. Conclusion: The level of nursing competence and frequency of using competencies varied in different hospitals. Although the nurses reported their overall level of competence as good, we should be concerned about 24% of competencies which are not used by the nurses, especially in "teaching – coaching" and "ensuring quality" categories.

  17. Self-assessment and goal-setting is associated with an improvement in interviewing skills

    Directory of Open Access Journals (Sweden)

    Kathleen Hanley

    2014-07-01

    Full Text Available Purpose: Describe the relationship between medical students’ self-assessment and goal-setting (SAGS skills and development of interviewing skills during the first-year doctoring course. Method: 157 first-year medical students completed three two-case standardized patient (SP interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. Results: SAGS improved over time (37% good week 1 vs. 61% good week 10. Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills – those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024. For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1–10 and then increased significantly at week 17. For those whose SAGS remained ‘poor’ in weeks 1–10, interviewing skills declined in weeks 10–17. Conclusions: In general, the quality of students’ SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring.

  18. Using the weighted keyword model to improve information retrieval for answering biomedical questions.

    Science.gov (United States)

    Yu, Hong; Cao, Yong-Gang

    2009-03-01

    Physicians ask many complex questions during the patient encounter. Information retrieval systems that can provide immediate and relevant answers to these questions can be invaluable aids to the practice of evidence-based medicine. In this study, we first automatically identify topic keywords from ad hoc clinical questions with a Condition Random Field model that is trained over thousands of manually annotated clinical questions. We then report on a linear model that assigns query weights based on their automatically identified semantic roles: topic keywords, domain specific terms, and their synonyms. Our evaluation shows that this weighted keyword model improves information retrieval from the Text Retrieval Conference Genomics track data.

  19. Postgraduate diploma collaborative assignment: Implications for ...

    African Journals Online (AJOL)

    Postgraduate diploma collaborative assignment: Implications for ESL students ... and collaborative teaching/learning model involving the major course convenors. ... The quality of the work and mood of all concerned improved tremendously.

  20. Inferential backbone assignment for sparse data

    International Nuclear Information System (INIS)

    Vitek, Olga; Bailey-Kellogg, Chris; Craig, Bruce; Vitek, Jan

    2006-01-01

    This paper develops an approach to protein backbone NMR assignment that effectively assigns large proteins while using limited sets of triple-resonance experiments. Our approach handles proteins with large fractions of missing data and many ambiguous pairs of pseudoresidues, and provides a statistical assessment of confidence in global and position-specific assignments. The approach is tested on an extensive set of experimental and synthetic data of up to 723 residues, with match tolerances of up to 0.5 ppm for C α and C β resonance types. The tests show that the approach is particularly helpful when data contain experimental noise and require large match tolerances. The keys to the approach are an empirical Bayesian probability model that rigorously accounts for uncertainty in the data at all stages in the analysis, and a hybrid stochastic tree-based search algorithm that effectively explores the large space of possible assignments