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Journal articles on the topic 'Common assessment Framework (CAF)'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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1

Norgate, Roger, Maria Traill, and Cara Osborne. "Common Assessment Framework (CAF) – early views and issues." Educational Psychology in Practice 25, no. 2 (June 2009): 139–50. http://dx.doi.org/10.1080/02667360902905213.

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2

Bajramovic, Daut, and Manfred Gram. "Common Assessment Framework – Improving Organizational Performance of Municipalities in Bosnia and Herzegovina." Economic Analysis 51, no. 1-2 (June 27, 2018): 37. http://dx.doi.org/10.28934/ea.18.51.12.pp37-46.

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Common Assessment Framework (CAF), a European Total Quality Management (TQM) methodology, has been applied by municipalities across Bosnia and Herzegovina for a number of years. Municipalities have used CAF as a self-assessment tool to identify and meet their own development needs and improve organizational performance. Along with International Organization for Standardization (ISO) and Business Friendly Certificate (BFC) standards, CAF has been promoted by domestic non-governmental and international organizations as a TQM tool for public sector. This article provides an insight into experience of municipalities in BiH with implementation of CAF by focusing on their thematic priorities, organizational efficiency, output, outcome and citizens’ satisfaction.
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Blackburn, Pippa, and Kris Dwyer. "A Bereavement Common Assessment Framework in Palliative Care: Informing Practice, Transforming Care." American Journal of Hospice and Palliative Medicine® 34, no. 7 (May 5, 2016): 677–84. http://dx.doi.org/10.1177/1049909116647403.

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This article describes the development of a bereavement assessment framework for the Western Australia Country Health Service Palliative Care Services bereavement program. The framework is grounded in a clearly articulated evidence base, integrating research from the bereavement field that has informed the development of a standardized assessment framework referred to as the bereavement common assessment framework (B-CAF). The B-CAF identifies the many facets of experiences of the bereaved, creating a holistic and contextual assessment and providing professionals with a tool to enhance assessment and intervention practices. The palliative–curative model of care has also been reconceptualized to recognize that earlier interventions may mitigate adverse outcomes in bereavement. This framework may have implications for further research and service delivery of bereavement support programs.
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Adamson, Sue, and Catherine Deverell. "CAF in the country: implementing the Common Assessment Framework in a rural area." Child & Family Social Work 14, no. 4 (November 2009): 400–409. http://dx.doi.org/10.1111/j.1365-2206.2009.00610.x.

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MARKVART, EMIL, DMITRY V. MASLOV, and TATYANA B. LAVROVA. "CAF: Quality management model for public organizations." Public Administration 22, no. 5 (2020): 26–31. http://dx.doi.org/10.22394/2070-8378-2020-22-5-26-31.

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The existing approaches to quality assessment, based on ranking and rating, perform a control function but do not give government bodies at various levels, local governments, and public sector organizations the necessary tools to improve their performance. The article is devoted to one of the modern models of quality management in the field of public administration – the European model for improving the activities of public sector organizations through the self-assessment – the Common Assessment Framework (CAF model) and the possibilities of its implementation in Russia.
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Mikalauskas, Rimantas, Gita Statnickė, Jozef Habánik, and Valentinas Navickas. "Management quality evaluation of sports clubs for the disabled applying the Common Assessment Framework (CAF)." Economics & Sociology 12, no. 1 (March 2019): 329–41. http://dx.doi.org/10.14254/2071-789x.2019/12-1/20.

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Pirozzi, Maria Grazia, and Giuseppe Paolo Ferulano. "Intellectual capital and performance measurement in healthcare organizations." Journal of Intellectual Capital 17, no. 2 (April 11, 2016): 320–50. http://dx.doi.org/10.1108/jic-07-2015-0063.

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Purpose – The purpose of this paper is to define a new conceptual framework or model, to measure and manage organizational performance, both financial/non-financial and intellectual capital (IC), in a healthcare organization. Design/methodology/approach – The integrated new model is produced by integrating the common assessment framework (CAF) model with two other frameworks representing the IC and leadership. These already existing models are originated, respectively by the Health Agency of Emilia-Romagna Region (Italy) and the National Healthcare System (NHS – UK). The integration phase is operated by comparing the CAF and IC models so as to assess the determinant factors that are present in both frameworks and eliminating such redundancies. Concerning the leadership determinant factor, the relevant conceptual framework of CAF model is substituted by the new leadership model proposed by the NHS. Findings – A new integrated model is made available for a subsequent step of empirical implementation and validation through its application in a healthcare organization. The main advantage of this model is the ability to measure and manage IC and financial/non-financial performance. Moreover, the use of a single measurement system facilitates the interpretation and coherency assessment of measured data so originated. Originality/value – The added value this work provides will enrich the academic literature regarding performance measurement systems in healthcare organizations, also providing an original integrated model that is able to exhibit the advantages highlighted above.
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Connolly, Marie, Christopher Hall, Sue Peckover, and Sue White. "E-technology and information sharing in child welfare: Learning from the English experience." Children Australia 32, no. 4 (2007): 4–8. http://dx.doi.org/10.1017/s1035077200011718.

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The use of e-technology as a way of improving communication and collaboration across services in child welfare has generated significant interest in recent years. The Information Sharing and Assessment (ISA) is an e-technology initiative that has been introduced by the British Government as an attempt to promote better information sharing between professionals, early identification and multi-professional interventions. This article looks at one aspect of ISA, the introduction of the Common Assessment Framework (CAF). It considers some of the issues relating to the introduction and use of the CAF, and discusses some of the ways in which systems of child welfare may learn from the English experience. While acknowledging the potential for e-technology to strengthen practice developments in child welfare, it emphasises the need for careful scrutiny of new developments to ensure that they do not have negative, unintended consequences.
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Raharjo, Hendry, Roberta Guglielmetti Mugion, Henrik Eriksson, Ida Gremyr, Laura Di Pietro, and Maria F. Renzi. "Excellence models in the public sector. Relationships between enablers and results." International Journal of Quality and Service Sciences 7, no. 1 (March 16, 2015): 120–35. http://dx.doi.org/10.1108/ijqss-01-2015-0011.

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Purpose – The purpose of this study is to identify possible correlations between the stated “enablers” and “results” in excellence models, and to explain how different variables contribute to the “enablers” and “results”. A cross-case study of two different excellence models, the Common Assessment Framework (CAF) in Italy and the Swedish Institute for Quality (SIQ) model for performance excellence, is proposed. Design/methodology/approach – The study is based on the evaluation of assessment reports of public organizations across two countries, Italy and Sweden. Canonical correlation was used for data analysis. Two hypotheses were formulated: There is a correlation between “enablers” and “results” in the CAF model, and there is a correlation between “enablers” and “results” in the SIQ model. Findings – The results show that the hypotheses are supported. It turned out that the correlation is higher for the SIQ model than for the CAF model. For the CAF model, “strategy and planning” is the main contributor to the “enablers”, and for the SIQ model, “human resource development” is the main contributor. For the “results” set, similar criteria provide the strongest contributor for both models; these are “customer/citizen-oriented results” for the CAF and “customer satisfaction” for the SIQ. Originality/value – The paper contributes to the knowledge gained from a cross-case analysis of two different excellence models applied in public sector organizations, the CAF in Italy and the SIQ model for performance excellence in Sweden. The paper also contributes to an ongoing discussion of a need of excellence models being adapted specifically for the public sector; from this study, no support for such a sector-specific model is shown.
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Hawrysz, Liliana. "Strategic Orientation and Effects of E-Administration: Findings from the Miles and Snow Framework." Administrative Sciences 10, no. 2 (June 17, 2020): 35. http://dx.doi.org/10.3390/admsci10020035.

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Much has been written about the strategic orientation of public administration organizations (prospecting, defending, reacting, and analyzing) and their consequences for organizational effects, but little is dedicated to e-administration. Is the provision of services using IT affecting the adoption of strategic orientation and its effects? The paper is dealing with e-administration issues, specifically in terms of the impact of the Miles and Snow strategic orientation on e-administration effects. To measure e-administration effects, the author’s personal tool using the Common Assessment Framework (CAF) criterion has been proposed. The data collection was conducted using the Computer-Assisted Web Interview (CAWI) method, in the period from November 2017 to January 2018. Two hundred and twenty-six Polish organizations took part in the study. The objective of this study, i.e., assessing the impact of strategic orientation and e-administration effects, was achieved by using the Ordinary Least Squares (OLS) method. It is indicated that the Defender orientation is positively associated with the effects of e-administration.
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Brennand, Eládio José de Góes, and Mateus Lins de Oliveira. "IDENTIDADE PADRÃO DE COMUNICAÇÃO DIGITAL DO GOVERNO FEDERAL: uma análise à luz da metodologia Common Assessment Framework." P2P E INOVAÇÃO 6, no. 2 (March 14, 2020): 104–26. http://dx.doi.org/10.21721/p2p.2020v6n2.p104-126.

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O presente artigo apresenta a avaliação da Identidade Padrão de Comunicação Digital do Governo Federal (IDG) no âmbito da Universidade Federal da Paraíba (UFPB), realizada através da ferramenta de autoavaliação Common Assessment Framework (CAF), a qual consiste em um Modelo de Gestão da Qualidade Total desenvolvido para uso na Administração Pública Europeia, cuja inspiração reside no Modelo de Excelência da Fundação Europeia para a Gestão de Qualidade. A IDG tem como premissas o foco no cidadão, a experiência digital comum, a acessibilidade e a economicidade. Trata-se de um conjunto de diretrizes, orientações, padrões e modelos criados pela Secretaria Especial de Comunicação Social da Presidência da República (SECOM) para padronizar os sites do Governo Federal. Diante das finalidades para as quais essa identidade foi criada, bem como a ampla abrangência e importância que ela detém perante o cidadão, viu-se a necessidade de investigar se as premissas definidas na IDG são atendidas na visão usuários que navegam nas referidas páginas governamentais, assim como na visão dos conteudistas que realizam as postagens dos conteúdos e atualizam as páginas web. Para tanto, realizou-se uma pesquisa exploratória junto aos usuários que acessam o site de duas Pró-Reitoras da UFPB, divididos em três categorias: os discentes que navegam no site da Pró-Reitoria de Assistência e Promoção ao Estudante (PRAPE); a comunidade externa que frequenta a UFPB, mas não possui nenhum tipo de vinculo com a instituição, mas acessa o site da Pró-Reitoria de Extensão e Assuntos Comunitários (PRAC); e os conteudistas de ambas as Pró-Reitorias. Os resultado apontaram que os usuários identificam as premissas definidas pela IDG, a sua experiência única de navegação, seus elementos de acessibilidade e usabilidade, assim como, a sua importância para economia de recursos humanos e financeiros.Palavras-chave: Governo Eletrônico. Comunicação Digital. Gestão da Qualidade. Common Assessment Framework.
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Kitsnik, Mare. "Verbivormid B1- ja B2-taseme kirjalikus õppijakeeles." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 5, no. 3 (December 31, 2014): 9–35. http://dx.doi.org/10.12697/jeful.2014.5.3.01.

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Eesti keele kui teise keele õppe ja hindamise aluseks oleva „Euroopa keeleõppe raamdokumendi” keeleoskustasemete funktsionaalsed kirjeldused vajavad täiendamist lingvistiliste kirjeldustega. Artiklis esitan eesti keele kui teise keele B1- ja B2-taseme verbivormide uurimise tulemused lähtuvalt CAF-triaadi dimensioonidest: keerukus ja täpsus. Tulemused olen saanud eesti vahekeele korpuses asuvate riiklike tasemeeksamite kirjutamisülesande soorituste uurimisel korpuse juhitud lähenemise ja DEMfad-mudeli abil. Olen selgitanud välja nii B1- kui ka B2-taseme sagedasemad verbi vormid. Lähemalt olen vaadelnud verbi tahtma konstruktsioonide jaotuvust, sagedust ja täpsust B1- ja B2-taseme tekstides. Mõlemal tasemel esinevad sagedasemad verbivormid peamiselt isikulise tegumoe kindla kõneviisi olevikus ja lihtminevikus, tingiva kõneviisi olevikus ning infinitiividena. B1-tasemel esineb oluliselt rohkem kindla kõneviisi lihtminevikuvorme ning B2-tasemel kindla kõneviisi olevikuvorme, tingiva kõneviisi vorme ning infinitiivivorme. Nii B1- kui ka B2-tasemel esineb tahtma isikulise tegumoe kindlas ja tingivas kõneviisis ning mõlemal tasemel eelistatakse konstruktsioone tahan + infinitiivivorm ja tahaksin + infinitiivivorm. B2-tasemel suureneb verbi tahtma tingiva kõneviisi vormide sagedus ning kasvab konstruktsioonide täpsus.Abstract. Mare Kitsnik: Written learner language verb forms at B1 and B2 levels. CEFR (The Common European Framework) is the basis of teaching and assessment of second language (L2) in Europe. In the CEFR functional specifications of the L2 proficiency levels are given, which are universal for all languages. These specifications need to be completed with language specific linguistic descriptions. In this article the investigation of the linguistic content of the B1 and B2 levels of Estonian as a second language is described according to the CAF triad dimensions: complexity, accuracy and fluency. The presence of verb forms in the national examination texts (stored in the Estonian Interlanguage Corpus) on the both levels has been studied by using corpusdriven approach and the DEMfad model. Common verb forms on the B1 and B2 level have been identified. The verb tahtma ‘to want’, ‘to wish’ has been investigated more precisely; the distribution, frequency and accuracy of its constructions on the B1 and B2 level have been investigated. The main similarities and main differences between the levels are analyzed comparatively.Keywords: second language acquisition, Estonian as a second language, CAFtriad, linguistic description of the B1 and B2 levels, written learner language, verb forms
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Zhaokai, Yan, and Kevin C. Moffitt. "Contract Analytics in Auditing." Accounting Horizons 33, no. 3 (June 1, 2019): 111–26. http://dx.doi.org/10.2308/acch-52457.

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SYNOPSIS This paper proposes the Contract Analytics Framework (CAF), which provides guidance for incorporating textual analysis into audits of large numbers of contracts. Contracts are used extensively in auditing for risk assessment, analytical procedures, substantive testing, and audit review. While material contracts are carefully examined to assess financial implications, contracts perceived to be low risk are typically audited using standard sampling techniques. This proposed CAF facilitates effective and efficient audit analyses on full populations of contracts. We identify and describe six functional areas in the CAF: (1) Document Management, (2) Content Identification, (3) Cutoff Testing, (4) Record Confirmation, (5) Term Verification, and (6) Additional Audit Tasks. Based on auditing standards, we discuss the application of the CAF in the audit stages of risk assessment, substantive tests, and review. The framework is then implemented on a group of reinsurance contracts to demonstrate the feasibility of auditing full populations of contracts. JEL Classifications: M42; C88; O39.
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Eizaga-Rebollar, Bárbara, and Cristina Heras-Ramírez. "Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors." Lodz Papers in Pragmatics 16, no. 1 (July 28, 2020): 87–121. http://dx.doi.org/10.1515/lpp-2020-0005.

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AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.
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Vodorez, Ya Yu, and I. M. Tkachenko. "ASSESSMENT OF SHEAR BOND STRENGTH OF RESTORATIVE MATERIALS IN VARIOUS DEPTH OF HARD DENTAL TISSUE PREPARATION IN FRONT TEETH." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 19, no. 2 (July 19, 2019): 158–63. http://dx.doi.org/10.31718/2077-1096.19.2.158.

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In modern dentistry, there are two different approaches to the restoration of anatomy and aesthetics of anterior teeth. The most common is the option of direct restoration with using composite resin materials. The second option is the restoration with using ceramic materials that is carried out through the cooperation of the dentists and the dental laboratory technicians, or, alternatively, with various CAD-CAM systems directly at the dental office. This experiment was carried out by using teeth (premolars, incisors) without significant loss of hard dental tissues. Teeth with abrasion (all except 1st degree) were excluded from the test group. Within the framework of the planned study, the selected extracted teeth were prepared (a certain volume of hard tissues was removed from the vestibular side (a subgroup of the teeth prepared within in the enamel layer, and a subgroup of teeth with the exposed dentine). A total of 40 teeth were prepared (20 teeth with the exposed dentine, 20 with the enamel preparation). The tests were carried out by using a universal testing machine AUTOGRAPH AGS-J. A sample with a tooth was placed at the top of the device then the second part of the sample containing the plate of the material (composite or ceramic), was covered with the second part of the device to be tested, and neatly, trying to avoid applying tension to the adhesive butt joints, and then fastened to the lower clamping device of the tension testing machine. We created the shear forces before the sample was destroyed, paying attention to the character of adhesion line oddments. The results of the experiment have demonstrated that the most optimal shear strength is found out in the complex of hard tooth tissues and ceramic materials IPS Empress Aesthetic and EX3, in the teeth prepared within the tooth enamel layer. When using composite resin, the values studied are lower by 11,4% and 18,1%, (application of adhesion systems of 5th and 7th generations, respectively). In the cases when dentin is exposed, the shear strength decreases by 19,5% when using ceramics modified by leucite glass, by 17,3% in the case of application of feldspar ceramics, and by 8,4% and 13,2% for composite resin restoration when using adhesive systems of 5th and 7Ith generations respectively.
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Asif, Paris Jabeen, Ciro Longobardi, Michael Hahne, and Jan Paul Medema. "The Role of Cancer-Associated Fibroblasts in Cancer Invasion and Metastasis." Cancers 13, no. 18 (September 21, 2021): 4720. http://dx.doi.org/10.3390/cancers13184720.

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Cancer-associated fibroblasts (CAFs) play a key role in cancer progression by contributing to extracellular matrix (ECM) deposition and remodeling, extensive crosstalk with cancer cells, epithelial-to-mesenchymal transition (EMT), invasion, metastasis, and therapy resistance. As metastasis is a main reason for cancer-related deaths, it is crucial to understand the role of CAFs in this process. Colorectal cancer (CRC) is a heterogeneous disease and lethality is especially common in a subtype of CRC with high stromal infiltration. A key component of stroma is cancer-associated fibroblasts (CAFs). To provide new perspectives for research on CAFs and CAF-targeted therapeutics, especially in CRC, we discuss the mechanisms, crosstalk, and functions involved in CAF-mediated cancer invasion, metastasis, and protection. This summary can serve as a framework for future studies elucidating these roles of CAFs.
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Rahal, Rana Melissa, Jay Mercer, Craig Kuziemsky, and Sanni Yaya. "Primary Care Physicians’ Experience Using Advanced Electronic Medical Record Features to Support Chronic Disease Prevention and Management: Qualitative Study." JMIR Medical Informatics 7, no. 4 (November 29, 2019): e13318. http://dx.doi.org/10.2196/13318.

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Background Chronic diseases are the leading cause of death worldwide. In Canada, more than half of all health care spending is used for managing chronic diseases. Although studies have shown that the use of advanced features of electronic medical record (EMR) systems improves the quality of chronic disease prevention and management (CDPM), a 2012 international survey found that Canadian physicians were the least likely to use 2 or more EMR system functions. Some studies show that maturity vis-à-vis clinicians’ EMR use is an important factor when evaluating the use of advanced features of health information systems. The Clinical Adoption Framework (CAF), a common evaluation framework used to assess the success of EMR adoption, does not incorporate the process of maturing. Nevertheless, the CAF and studies that discuss the barriers to and facilitators of the adoption of EMR systems can be the basis for exploring the use of advanced EMR features. Objective This study aimed to explore the factors that primary care physicians in Ontario identified as influencing their use of advanced EMR features to support CDPM and to extend the CAF to include primary care physicians’ perceptions of how their use of EMRs for performing clinical tasks has matured. Methods Guided by the CAF, directed content analysis was used to explore the barriers and facilitating factors encountered by primary care physicians when using EMR features. Participants were primary care physicians in Ontario, Canada, who use EMRs. Data were coded using categories from the CAF. Results A total of 9 face-to-face interviews were conducted from January 2017 to July 2017. Dimensions from the CAF emerged from the data, and one new dimension was derived: physicians’ perception of their maturity of EMR use. Primary care physicians identified the following key factors that impacted their use of advanced EMR features: performance of EMR features, information quality of EMR features, training and technical support, user satisfaction, provider’s productivity, personal characteristics and roles, cost benefits of EMR features, EMR systems infrastructure, funding, and government leadership. Conclusions The CAF was extended to include physicians’ perceptions of how their use of EMR systems had matured. Most participants agreed that their use of EMR systems for performing clinical tasks had evolved since their adoption of the system and that certain system features facilitated their care for patients with chronic diseases. However, several barriers were identified and should be addressed to further enhance primary care physicians’ use of advanced EMR features to support CDPM.
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Zhang, Hui, and Jianying Xiao. "Quality assessment framework for open government data." Electronic Library 38, no. 2 (April 18, 2020): 209–22. http://dx.doi.org/10.1108/el-06-2019-0145.

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Purpose To gain an in-depth understanding and provide direction to governments on their quality measurement practices related to open government data (OGD), this paper aims to develop a common frame of reference for quality assessment of OGD. Design/methodology/approach Qualitative meta-synthesis was used to synthesize previous studies on the quality measurement of OGD. This paper applies a meta-synthesis approach to integrate 10 qualitative studies into a common frame of reference for quality assessment of OGD. Findings Based on a seven-step meta-synthesis, the paper proposes a common frame of reference for quality assessment of OGD, which includes six indicators, namely, accuracy, accessibility, completeness, timeliness, consistency and understandability. Originality/value A common frame of reference for quality assessment of OGD will help researchers better understand the quality assessment of OGD and government agencies to improve the quality of OGD that they publish.
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Dunnett, Kathy. "Common Assessment Framework: A useful tool for school nurses?" British Journal of School Nursing 2, no. 5 (September 2007): 222–25. http://dx.doi.org/10.12968/bjsn.2007.2.5.27223.

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Powell, Jane. "Use of the common assessment framework in an acute setting." Nursing Children and Young People 25, no. 5 (June 2013): 24–28. http://dx.doi.org/10.7748/ncyp2013.06.25.5.24.e127.

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Jacob, Klaus. "Regulatory Impact Assessment and Sustainable Development: Towards a Common Framework?" European Journal of Risk Regulation 1, no. 3 (September 2010): 276–80. http://dx.doi.org/10.1017/s1867299x00000489.

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This section regularly examines Regulatory Impact Assessment (IA) at three levels: the EU, the Member States and internationally. Contributions aim to cover aspects such as the interface between IA and risk analysis, looking at methodologies as well as legal and political science-related issues. Contributions are meant to report and critically assess recent developments in the field, develop strategic thinking, and make constructive recommendations for improving performance in IA processes.
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Gilligan, Philip, and Martin Manby. "The Common Assessment Framework: does the reality match the rhetoric?" Child & Family Social Work 13, no. 2 (May 2008): 177–87. http://dx.doi.org/10.1111/j.1365-2206.2007.00530.x.

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Papageorgiou, Spiros. "Book Review: Common European Framework of Reference for Languages: learning, teaching, assessment: case studies, Insights from the Common European Framework." Language Testing 22, no. 3 (July 2005): 406–11. http://dx.doi.org/10.1177/026553220502200310.

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Holmes, Lucille. "Artistic Research in the SATORI Common Ethical Framework." European Review 28, no. 4 (March 10, 2020): 636–47. http://dx.doi.org/10.1017/s1062798720000125.

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It is well known that academic research which includes human participants undergoes an ethical review which, in many countries today, includes all academic disciplines and not only medical science. But what about those disciplines with the least experience of ethical codes for research, such as the visual and performing arts? How are they defined and positioned in ethical codes and guidelines that are intended to apply to all disciplines? What are the challenges to ethical frameworks which aim to be inclusive of the visual and performing arts? This article examines the European Commission-funded SATORI project (Stakeholders Acting Together On the ethical impact assessment of Research and Innovation) in its aim to produce the first comprehensive, international standard for the ethical assessment of research in all fields including the arts.
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Matei, Ani, and Elis-Bianca Bălăceanu. "Performance through the Common Assessment Framework. A Critical Review for Romania." Procedia - Social and Behavioral Sciences 143 (August 2014): 862–66. http://dx.doi.org/10.1016/j.sbspro.2014.07.491.

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Berg, H. P. "Common cause failure analysis within the framework of probabilistic safety assessment." Kerntechnik 71, no. 1-2 (February 2006): 8. http://dx.doi.org/10.3139/124.060102.

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Nethercott, Kathryn. "The Common Assessment Framework form 9 years on: a creative process." Child & Family Social Work 22, no. 2 (April 19, 2016): 751–61. http://dx.doi.org/10.1111/cfs.12292.

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Thandlam Sudhindra, Shravya, and Lucienne T. M. Blessing. "A FRAMEWORK FOR DESIGN COMPETENCY ASSESSMENT." Proceedings of the Design Society 1 (July 27, 2021): 91–100. http://dx.doi.org/10.1017/pds.2021.10.

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AbstractThe recognition of the value of design has resulted in an increased number of programs and courses that include design and evaluate design competencies. However, there is no common reference system to (1) identify and assess the design competency of learners and the level of design competency aimed for by a course or curriculum; (2) universally recognize design competencies and competency levels.Our research goal is to identify and define distinct levels of design competency and develop a framework to help instructors, design learners, institutes as well as employers assess and/or recognize competency. This paper introduces our DesCA (Design Competency Assessment) framework and places it in the context of other frameworks. We describe how DesCA helps: (1) identify and assess design competencies associated with different design activities planned for a course or curriculum; (2) formulate learning outcomes and select appropriate competency levels, methods and tools; (3) plan and develop the design content of courses and curricula; (4) ensure curricular consistency across courses.The vision is to make DesCA a digital platform that can serve as an international standard for design teaching, learning and curriculum development.
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Ashraf, Hafsa, Mamdouh Alenezi, Muhammad Nadeem, and Yasir Javid. "Security assessment framework for educational ERP systems." International Journal of Electrical and Computer Engineering (IJECE) 9, no. 6 (December 1, 2019): 5570. http://dx.doi.org/10.11591/ijece.v9i6.pp5570-5585.

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The educational ERP systems have vulnerabilities at the different layers such as version-specific vulnerabilities, configuration level vulnerabilities and vulnerabilities of the underlying infrastructure. This research has identified security vulnerabilities in an educational ERP system with the help of automated tools; penetration testing tool and public vulnerability repositories (CVE, CCE) at all layers. The identified vulnerabilities are analyzed for any false positives and then clustered with mitigation techniques, available publicly in security vulnerability solution repository like CCE and CWE. These mitigation techniques are mapped over reported vulnerabilities using mapping algorithms. Security vulnerabilities are then prioritized based on the Common Vulnerability Scoring System (CVSS). Finally, open standards-based vulnerability mitigation recommendations are discussed.
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Shahriar, Hossain, and Hisham Haddad. "Fuzzy Rule-Based Vulnerability Assessment Framework for Web Applications." International Journal of Secure Software Engineering 7, no. 2 (April 2016): 1–18. http://dx.doi.org/10.4018/ijsse.2016040101.

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This paper addresses the problem of assessing risk in web application due to implementation level vulnerabilities. In particular, the authors address the common research challenge of finding enough historical data to compute the probability of vulnerabilities and exploitations. They develop a Fuzzy Logic based System (FLS)1 to compute the risk uniformly and to address the diversity of risks. The authors propose a set of crisp metrics that are used to define fuzzy sets. They also develop a set of rule-bases to assess the risk level. The proposed FLS can be a useful tool to aid application developers and industry practitioners to assess the risk and plan ahead for employing necessary mitigation approaches. The authors evaluate their proposed approach using three real-world web applications implemented in PHP, and apply it to four types of common vulnerabilities. The initial results indicate that the proposed FLS approach can effectively discover high risk applications.
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Et.al, SitiRohana Ahmad Ibrahim. "Green Software Process Assessment: The Theoretical Framework." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2011–16. http://dx.doi.org/10.17762/turcomat.v12i3.1039.

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Many differentdomains such as engineering, education and health apply green development through sustainability concept.The aim is to ensure the product and services are still relevance and applicable for the next generation. Previously, they were three common pillars of sustainability elements which were economic, social, and environmental. The technical and individual elements were added later to evaluate the software system. Yet, effortsare made to achieve green development process by reducing wastes and to preserve the environment.Most studies targeted on greenness of software products and less consideration on green in software processes. In this study, focus is given to ensure and guarantee green in software process activities. This paper presents the background works on existing studies in green software process and related. Further, it presents the theoretical framework that is based on literature findings and will be the groundwork of this study. The theoretical frameworkdefined consists of software process, green context, and assessment method. The elements of sustainability and waste reduction will be identified further.
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Collins, Fiona, and Janet McCray. "Partnership working in services for children: Use of the common assessment framework." Journal of Interprofessional Care 26, no. 2 (February 23, 2012): 134–40. http://dx.doi.org/10.3109/13561820.2011.630111.

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Thorpe, David, Suzanne Regan, Claire Mason, and Corinne May-Chahal. "Making a case for common assessment framework responses to concerns about children." Social Work and Social Sciences Review 12, no. 3 (January 1, 2007): 40–56. http://dx.doi.org/10.1921/17466105.12.3.40.

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Norris, John M. "Book Review: Common European Framework of Reference for Languages: learning, teaching, assessment." Language Testing 22, no. 3 (July 2005): 399–405. http://dx.doi.org/10.1191/0265532205lt316xx.

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Kalfa, Murat, and A. Azmi Yetim. "Organizational self-assessment based on common assessment framework to improve the organizational quality in public administration." Total Quality Management & Business Excellence 31, no. 11-12 (May 18, 2018): 1307–24. http://dx.doi.org/10.1080/14783363.2018.1475223.

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Mathur, Jai, and Alan Carson. "#3125 Novel framework for neurocognitive COVID-19 assessment." Journal of Neurology, Neurosurgery & Psychiatry 92, no. 8 (July 16, 2021): A14—A15. http://dx.doi.org/10.1136/jnnp-2021-bnpa.32.

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BackgroundThe neurotrophic effects of Covid-19 are becoming increasingly recognized, with altered mental state now being the second most common presenting complaint insert numbers. A key question is whether this has long term consequences. Cognitive problems are commonly reported in patients 3 months after acute infection as part of the so called Long-Covid syndrome. However, the underlying cause is not well understood. Candidate explanations include legacy from encephalitis and stroke; however, other complications such as the sequelae, delirium, remain underexplored. Furthermore, little consideration has been given to functional cognitive disorders and the cognitive consequences of depression, anxiety and fatigue.AimsWe propose a structured approach to clinical assessment for clinicians reviewing late cognitive complaints after COVID 19.MethodsWe created our own unique framework for neurocognitive Covid assessment based upon a review of the literature.ResultsCovid status- Any positive test. If not review of core symptoms such as breathlessness, headache, anosmia, nasal obstruction, cough, myalgia, or gustatory dysfunction; duration, extent of exposure to Covid confirmed cases. Consider rapid antibody testing.Neuropsychiatric history- Part 1 symptoms at onset- in particular disruptions of consciousness and altered mental state. Acute memory impairment, anterograde/retrograde and with/without a temporal gradient. neurocognitive function. ITU admission and oxygen requirements.Part 2 Current cognitive and mental state- in addition to standard history seek evidence of internal inconsistency of memory symptoms and attentional dysregulation. Has social cognition and meta-cognition been affected. Note attribution bias i.e. no Im not depressed, I cant enjoy anything because of my symptomsBackground history- subtle suggestion of neurodegeneration and depression, anxiety and functional symptoms should be explored.MRI findings- signal changes in the medial temporal lobe, nonconfluent multifocal white matter hyperintense lesions, and isolated white matter microhemorrhages.Novel biomarkers IL-6, MCP-1, and IP-10.ConclusionCognitive symptoms are common after confirmed and assumed COVID exposure. We propose a framework for neuropsychiatric assessment and the use of adjuvant imaging and potential biomarkers.
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Hulstijn, Jan H. "The Common European Framework of Reference for Languages." ITL - International Journal of Applied Linguistics 165, no. 1 (June 6, 2014): 3–18. http://dx.doi.org/10.1075/itl.165.1.01hul.

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The Common European Framework of Reference for Languages (CEFR, Council of Europe, 2001) currently functions as an instrument for educational policy and practice. The view of language proficiency on which it is based and the six proficiency levels it defines lack empirical support from language-use data. Several issues need to be investigated collaboratively by researchers working in the fields of first and second language acquisition, corpus linguistics and language assessment. These issues are concerned with (i) the CEFR’s failure to consistently distinguish between levels of language proficiency (static aspect) and language development (dynamic aspect), (ii) with the CEFR’s confounding of levels of language proficiency and intellectual abilities, and (iii) the potential problem of mismatches between second-language learners’ communicative and linguistic competences. Furthermore, from a more theoretical perspective, this paper proposes (iv) to investigate which CEFR proficiency levels are attainable by native speakers and (v) to empirically delineate the lexical, morpho-syntactic and pragmatic knowledge shared by all native speakers (called Basic Language Cognition).
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North, Brian. "Putting the Common European Framework of Reference to good use." Language Teaching 47, no. 2 (April 19, 2011): 228–49. http://dx.doi.org/10.1017/s0261444811000206.

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This paper recapitulates the aims of the CEFR and highlights three aspects of good practice in exploiting it: firstly, taking as a starting point the real-world language ability that is the aim of all modern language learners; secondly, the exploitation of good descriptors as transparent learning objectives in order to involve and empower the learners; and thirdly, engaging with the communality of the CEFR Common Reference Levels in relating assessments to it. The second part of the paper focuses on good practice in such linking of assessments to the CEFR. It outlines the recommended procedures published by the Council of Europe for linking language examinations to the CEFR and the adaptation of those procedures for teacher assessment in language schools that has recently been undertaken by EAQUALS. The paper concludes by discussing certain aspects of criterion-referenced assessment (CR) and standard setting that are relevant to the linking process.
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Wasilow, Sherry, and Joelle B. Thorpe. "Artificial Intelligence, Robotics, Ethics, and the Military: A Canadian Perspective." AI Magazine 40, no. 1 (March 28, 2019): 37–48. http://dx.doi.org/10.1609/aimag.v40i1.2848.

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Defense and security organizations depend upon science and technology to meet operational needs, predict and counter threats, and meet increasingly complex demands of modern warfare. Artificial intelligence and robotics could provide solutions to a wide range of military gaps and deficiencies. At the same time, the unique and rapidly evolving nature of AI and robotics challenges existing polices, regulations, and values, and introduces complex ethical issues that might impede their development, evaluation, and use by the Canadian Armed Forces (CAF). Early consideration of potential ethical issues raised by military use of emerging AI and robotics technologies in development is critical to their effective implementation. This article presents an ethics assessment framework for emerging AI and robotics technologies. It is designed to help technology developers, policymakers, decision makers, and other stakeholders identify and broadly consider potential ethical issues that might arise with the military use and integration of emerging AI and robotics technologies of interest. We also provide a contextual environment for our framework, as well as an example of how our framework can be applied to a specific technology. Finally, we briefly identify and address several pervasive issues that arose during our research.
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Sheppard, Michael, Paula McDonald, and Penelope Welbourne. "The Parent Concerns Questionnaire and Parenting Stress Index: comparison of two Common Assessment Framework-compatible assessment instruments." Child & Family Social Work 15, no. 3 (March 15, 2010): 345–56. http://dx.doi.org/10.1111/j.1365-2206.2010.00683.x.

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Pithouse, A., C. Hall, S. Peckover, and S. White. "A Tale of Two CAFs: The Impact of the Electronic Common Assessment Framework." British Journal of Social Work 39, no. 4 (February 25, 2009): 599–612. http://dx.doi.org/10.1093/bjsw/bcp020.

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Rodrigues, V., M. Russo, S. Sorte, J. Reis, K. Oliveira, A. L. Dionísio, A. Monteiro, and M. Lopes. "Harmonizing sustainability assessment in seaports: A common framework for reporting environmental performance indicators." Ocean & Coastal Management 202 (March 2021): 105514. http://dx.doi.org/10.1016/j.ocecoaman.2020.105514.

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Papalazarou, Ioannis, and Giannis T. Tsoulfas. "Principal Management Concepts in Greek Public Sector: Part I – The Common Assessment Framework." HOLISTICA – Journal of Business and Public Administration 9, no. 1 (May 1, 2018): 49–64. http://dx.doi.org/10.1515/hjbpa-2018-0004.

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Abstract In the modern era of internationalization, interconnection and rapid technological changes the obligation of the public sector to provide the best possible services to citizens have become challenging tasks. The incorporation of Total Quality Management principles and tools in public services can prove to be decisive given that they contribute to the improvement of the services provided, offer better customer service, help in understanding how the agency is organised and operates, as well as contribute in changing the attitude of employees towards the adoption of a quality culture. Since the mid-00’s, several programmes have been implemented in Greece in order to improve the quality of public services which was, up to that point, dictated only by the need to consolidate relative EU financial resources. This paper is the first part of a study about the application of principal management concepts in Greek public sector since year 2004 when Law 3230/2004 was introduced. In particular it tries to record and assess the experience of the implementation of the “Common Assessment Framework” in Greek public services. Towards this end, the views and opinions of experts from the public sector are analysed with the use of interviews and questionnaires.
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Rodrigues, V., M. Russo, S. Sorte, J. Reis, K. Oliveira, A. L. Dionísio, A. Monteiro, and M. Lopes. "Harmonizing sustainability assessment in seaports: A common framework for reporting environmental performance indicators." Ocean & Coastal Management 202 (March 2021): 105514. http://dx.doi.org/10.1016/j.ocecoaman.2020.105514.

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Carbonneil, Cédric, Fabienne Quentin, and Sun Hae Lee-Robin. "A common policy framework for evidence generation on promising health technologies." International Journal of Technology Assessment in Health Care 25, S2 (December 2009): 56–67. http://dx.doi.org/10.1017/s0266462309990699.

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Background: Generation of additional evidence may be necessary to access new promising technologies (marketing approval or coverage). Access with evidence generation (AEG) is a more recent concept with regard to coverage than to marketing approval.Objectives: One aim of Work Package 7 (WP7) Strand A of the European network for Health Technology Assessment (EUnetHTA) was to provide an overview of national AEG mechanisms associated with marketing approvals and funding or coverage decisions.Methods: A systematic literature review, surveys of WP7 Partners, and consultation of key people were used to obtain information on the AEG mechanisms used by twenty-three countries (twenty European countries, United States, Canada [Ontario], and Australia).Results: Interest in the implementation of AEG policies, particularly at the coverage decision stage, is growing. An overview of national experiences was used to draw up a generally applicable five-step policy framework for AEG mechanisms that comprised (i) a first assessment identifying knowledge gaps; (ii) a decision conditional to evidence generation; (iii) generation of the evidence requested; (iv) re-assessment integrating the new evidence; (v) a revised decision. The critical factors for success that were identified were coordination, methodological guidance, funding, and a regulatory framework. Countries were categorized on the basis of current implementation of the proposed policy framework.Conclusions: International collaboration is necessary to gather a critical mass of high-quality data quickly and to ensure timely access to new promising technologies. The overview produced by WP7A has led to development of tools to facilitate collaboration on evidence generation.
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Hudson, Thom. "TRENDS IN ASSESSMENT SCALES AND CRITERION-REFERENCED LANGUAGE ASSESSMENT." Annual Review of Applied Linguistics 25 (March 2005): 205–27. http://dx.doi.org/10.1017/s0267190505000115.

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Two current developments reflecting a common concern in second/foreign language assessment are the development of: (1) scales for describing language proficiency/ability/performance; and (2) criterion-referenced performance assessments. Both developments are motivated by a perceived need to achieve communicatively transparent test results anchored in observable behaviors. Each of these developments in one way or another is an attempt to recognize the complexity of language in use, the complexity of assessing language ability, and the difficulty in interpreting potential interactions of scale task, trait, text, and ability. They reflect a current appetite for language assessment anchored in the world of functions and events, but also must address how the worlds of functions and events contain non skill-specific and discretely hierarchical variability. As examples of current tests that attempt to use performance criteria, the chapter reviews the Canadian Language Benchmark, the Common European Framework, and the Assessment of Language Performance projects.
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Sepp Neves, Antonio Augusto, Nadia Pinardi, Flavio Martins, Joao Janeiro, Achilleas Samaras, George Zodiatis, and Michela De Dominicis. "Towards a common oil spill risk assessment framework – Adapting ISO 31000 and addressing uncertainties." Journal of Environmental Management 159 (August 2015): 158–68. http://dx.doi.org/10.1016/j.jenvman.2015.04.044.

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Cabana, Antoine, Christophe Charrier, and Alain Louis. "Mono and multi-modal biometric systems assessment by a common black box testing framework." Future Generation Computer Systems 101 (December 2019): 293–303. http://dx.doi.org/10.1016/j.future.2019.04.053.

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Imani, Maryam, and Donya Hajializadeh. "A resilience assessment framework for critical infrastructure networks' interdependencies." Water Science and Technology 81, no. 7 (November 6, 2019): 1420–31. http://dx.doi.org/10.2166/wst.2019.367.

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Abstract Critical infrastructures (CIs) provide essential services to the society. As infrastructures are becoming more interdependent, there is an increasing need for better management of their interactions and interdependencies. Interdependencies among CI can cause cascading failures and, hence, amplify negative consequences due to these failures. This can also affect CIs' service restoration rate and consequently reduce their resilience in coping with these hazardous events. The common challenge currently faced by CI asset owners is the lack of robust resilience-informed business planning and management strategies in response to interdependent assets' failures due to low-probability/high-impact hazards. This is of particular importance as CI owners and managers are investing more on improving the resilience of their assets in response to extreme environmental hazards. This study has approached CI nexus from the interdependency management point of view. It has developed an integrated resilience assessment framework to identify and map interdependency-induced vulnerabilities in critical infrastructure networks. This framework can potentially support effective management of the interdependencies in CI networks. The findings have been reflected in mapping the connection between the changes in resilience due to interdependency-induced failures and the cost of intervention scenarios, providing means of exploring shared intervention strategies.
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Little, David. "The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact." Language Teaching 39, no. 3 (July 2006): 167–90. http://dx.doi.org/10.1017/s0261444806003557.

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Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, however, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and ‘self-assessment grid’. This article summarises the CEFR's content, purpose, and origins; describes its reception, paying particular attention to its impact on L2 teaching and learning (especially via its companion piece, the European Language Portfolio) and on the assessment of L2 proficiency; and concludes with a brief consideration of present challenges and future prospects.
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