Academic literature on the topic 'Conceptual scoring'
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Journal articles on the topic "Conceptual scoring"
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Bedore, Lisa M., Elizabeth D. Peña, Melissa García, and Celina Cortez. "Conceptual Versus Monolingual Scoring." Language, Speech, and Hearing Services in Schools 36, no. 3 (2005): 188–200. http://dx.doi.org/10.1044/0161-1461(2005/020).
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Purpose:This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children.Method:In Study 1, 55 TD children (ages 4;0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items. The extent to which children produced overlapping responses in each of their languages and their errors were examined. In Study 2, 40 TD children (ages 5;0 to 6;1), group matched for age and bilingual language exposure, responded to the Phase 2 version of the Bilingual English Spanish Assessment (BESA; E. D. Peña, V. Gutierrez-Clellen, A. Iglesias, B. A. Goldstein, & L. M. Bedore, in development). Conceptual and monolingual scores were compared to determine the extent to which these were comparable for groups of children.Results:The results of Study 1 indicated that TD children from bilingual backgrounds are more likely to produce unique than overlapping responses when they respond to test items. Children were more likely to code switch when tested in Spanish than in English, but they were more likely to produce errors in English. In Study 2, monolingual and bilingual children achieved comparable conceptual scores. For Spanish-speaking bilingual children, the conceptual score was more likely to be in the average range of the monolingual children than was their monolingual score. For testing in English, monolingual and conceptual scores were similar.Clinical Implications:Bilingual children will benefit from conceptual scoring, especially when they are tested in Spanish.
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Watson, Mary Katherine, Joshua Pelkey, Caroline R. Noyes, and Michael O. Rodgers. "Assessing Conceptual Knowledge Using Three Concept Map Scoring Methods." Journal of Engineering Education 105, no. 1 (2015): 118–46. http://dx.doi.org/10.1002/jee.20111.
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Gross, Megan, Milijana Buac, and Margarita Kaushanskaya. "Conceptual Scoring of Receptive and Expressive Vocabulary Measures in Simultaneous and Sequential Bilingual Children." American Journal of Speech-Language Pathology 23, no. 4 (2014): 574–86. http://dx.doi.org/10.1044/2014_ajslp-13-0026.
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Purpose The authors examined the effects of conceptual scoring on the performance of simultaneous and sequential bilinguals on standardized receptive and expressive vocabulary measures in English and Spanish. Method Participants included 40 English-speaking monolingual children, 39 simultaneous Spanish–English bilingual children, and 19 sequential bilingual children, ages 5–7. The children completed standardized receptive and expressive vocabulary measures in English and also in Spanish for those who were bilingual. After the standardized administration, bilingual children were given the opportunity to respond to missed items in their other language to obtain a conceptual score. Results Controlling for group differences in socioeconomic status (SES), both simultaneous and sequential bilingual children scored significantly below monolingual children on single-language measures of English receptive and expressive vocabulary. Conceptual scoring removed the significant difference between monolingual and simultaneous bilingual children in the receptive modality but not in the expressive modality; differences remained between monolingual and sequential bilingual children in both modalities. However, in both bilingual groups, conceptual scoring increased the proportion of children with vocabulary scores within the average range. Conclusion Conceptual scoring does not fully ameliorate the bias inherent in single-language standardized vocabulary measures for bilingual children, but the procedures employed here may assist in ruling out vocabulary deficits, particularly in typically developing simultaneous bilingual children.
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Wang, Ming Wei, and Jing Tao Zhou. "Extracting Cognitive Maps for Intelligent Conceptual Product Design." Advanced Materials Research 1037 (October 2014): 518–21. http://dx.doi.org/10.4028/www.scientific.net/amr.1037.518.
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Cognitive maps represent decision makers’ mental maps and their strategies, which are always uncertain, ambiguous and hard to be formalized. In order to make intelligent design decision-making, a Bayesian approach for constructing cognitive maps is proposed in this paper. The cognitive map is modeled compatible with a Bayesian Network. Then cause-effect mapping rules between design elements embedded in cognitive maps can be made explicit by means of network structure learning. A score-based greedy search algorithm is implemented for network structure learning, in which penalized mutual information is defined as the scoring metric and hill-climbing search algorithm is used to find the highest-scoring network. The eliminating loop operator is introduced into the algorithm according to the restriction of the edge directionality.
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Zhang, Xiang, Gongbing Shan, Feng Liu, Shenglai Yang, and Mingliang Meng. "Diversity of scoring, ingenuity of striking, art of flying — conceptual and systematical identification of soccer scoring techniques." Physical Activity Review 9, no. 1 (2021): 79–92. http://dx.doi.org/10.16926/par.2021.09.10.
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The terms of soccer scoring techniques (SSTs) used in practice and research have been remaining confusing; even dramatic, we still do not know how many SSTs available for the game. This scenario hinders not only the scientific studies on some unique SSTs but also the development of novel coaching methods for learning these SSTs. The current paper aims to bridge the gap by establishing a SST terminology system. The system is built based on goal repeatability, selected anatomical & biomechanical parameters, and analyses of 579 attractive goals from international professional tournaments. The results have revealed that there are 43 SSTs existed in current soccer practice. Some SSTs can be identified by preliminary parameters (i.e. anatomical parameters, the ball vertical position at the shot and the hit-point on the ball), but most of them need additional biomechanical examination on the movement control in frontal & transverse planes, jumping control, and trunk orientation at shots in order to identify uniquely. Further, the new SST terminology has disclosed that soccer attractiveness is linked to the diversity, ingenuity and artistry of shots. The most attractive type of scoring awaited by millions of spectators is aerial shots. Lastly, the most important contribution of the new SST terminology system is to help researchers and practitioners launch target-orientated studies that would provide a practical and convincing scientific coach-method, clear definitions, and means to reevaluate and improve SSTs in practice.
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Holmström, Ketty, Eva-Kristina Salameh, Ulrika Nettelbladt, and Annika Dahlgren-Sandberg. "Conceptual Scoring of Lexical Organization in Bilingual Children With Language Impairment." Communication Disorders Quarterly 38, no. 1 (2016): 24–34. http://dx.doi.org/10.1177/1525740115601999.
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Anaya, Jissel B., Elizabeth D. Peña, and Lisa M. Bedore. "Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children." Language, Speech, and Hearing Services in Schools 49, no. 1 (2018): 85–97. http://dx.doi.org/10.1044/2017_lshss-16-0081.
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Harvey, Robert J. "Scoring SJTs for Traits and Situational Effectiveness." Industrial and Organizational Psychology 9, no. 1 (2016): 63–71. http://dx.doi.org/10.1017/iop.2015.119.
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Lievens and Motowidlo (2016) addressed three of the most important unanswered questions regarding situational judgment tests (SJTs): (a) Should we view them as tests that can assess relatively generic constructs that predict performance across settings, (b) what constructs can they assess, and (c) how should they be scored? They suggested fundamentally changing the SJT development process by targeting the specific constructs we measure, using scoring systems that address both the targeted traits and their situational effectiveness, examining construct validity, and evaluating the criterion-related validity of SJT traits (Lievens & Motowidlo, pp. 11–12). These recommendations are highly significant on both practical and conceptual grounds.
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Lam, Boji P. W., and Li Sheng. "Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1162–77. http://dx.doi.org/10.1044/2019_ajslp-19-00143.
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Purpose Taxonomic awareness is central to vocabulary development and assessment. While taxonomic development appears largely unaffected by environmental factors, the impact of divided language input on distinct levels of the taxonomic hierarchy is unclear. The influence of scoring method on tasks that target distinct levels of the taxonomic hierarchy is unexamined. Method Twenty-seven English-speaking monolingual children, 46 Mandarin–English bilingual children, and 33 Spanish–English bilingual children, ages 4–7 years, participated. We measured superordinate awareness with a category association task, coordinate awareness with a contrast association task, and vocabulary size with a picture-naming task. All bilinguals completed the tasks in both languages to generate single-language (English) scores and conceptual scores. Results Single-language scoring indicated that bilingual children named fewer pictures and produced fewer superordinate-level responses in English than monolinguals. All language groups demonstrated comparable coordinate awareness. Importantly, conceptual scoring removed the bilingual disadvantage in both naming and category association tasks and revealed a bilingual advantage in coordinate awareness. Finally, the Mandarin–English and Spanish–English bilingual children performed comparably in all analyses despite differences in heritage language features and sociocultural support for bilingual development. Conclusion Depending on task demand and scoring method, bilingual children exhibited slower, comparable, and faster development in taxonomic knowledge in comparison to monolingual controls. This study highlights the nuanced effect of bilingualism on different levels of the taxonomic hierarchy and the impact of scoring methods on measuring vocabulary depth. Supplemental Material https://doi.org/10.23641/asha.12315683
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Winarbawa, Heryoga. "Conceptual Design of Modular Chassis Jig of Student Competition Car." International Journal of Applied Sciences and Smart Technologies 03, no. 01 (2021): 125–30. http://dx.doi.org/10.24071/ijasst.v3i1.3428.
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Chassis jig is needed to ensure that the welded chassis components does not warp or deform during welding process. Through concept screening and concept scoring, multiple design of chassis jigs is narrowed down to next development process. This study aims to design a chassis jig for the fabrication of student car competition chassis. The desired result of this design process is chassis jig with the ability to manufacture a wide variety of student competition car chassis.
Dissertations / Theses on the topic "Conceptual scoring"
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Tápanes, Vanessa. "Effects of Dual Language Learning on Early Language and Literacy Skills in Low Income Preschool Students." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3804.
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This paper presents a framework for literacy skill development relating to both monolingual and dual language learners. The purpose of this study was to identify the differences that may exist between monolingual and dual language learners' performance on literacy tasks, before having a significant amount of exposure to the preschool curriculum. The sample included 78 monolingual language learners and 44 dual language learners who were assessed using the Woodcock Language Proficiency Battery-Revised (WLPB-R). The researcher used scoring methods that took into consideration split vocabulary in dual language learners where a conceptual scoring technique was used (Bedore, Pena, Garcia, & Cortez, 2005). The research design employed was casual comparative where the effects of dual language learning on letter knowledge, concepts of print, vocabulary, listening comprehension, and broad language development were investigated. Findings from two Multivariate Analysis of Variances indicated that there were significant differences between monolingual and dual language learners on early language and literacy skills. This study contributes to the literature regarding dual language development and the use of appropriate scoring methods. Particularly, the outcomes from this study provide guidance regarding best practices for assessment of dual language learners to identify learning and language difficulties.
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Carter, Kelli Patrice. "Investigating Student Conceptual Understanding of Structure and Function by Using Formative Assessment and Automated Scoring Models." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7761.
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There has been a call from the national community of biologists and biology educators to increase biological literacy of undergraduate students, including understanding and application of core concepts. The structure and function relationship is a core concept identified by the wider biology community and by physiology faculty. Understanding of the core concept structure and function across multiple levels of organization may promote biological literacy. My research focused on the development of formative written assessment tools to provide insight into student understanding of structure and function in anatomy and physiology.
In chapter two I developed automated scoring tools to facilitate the evaluation of written formative assessment based on structure and function. Formative written assessments allow students to demonstrate their thinking by encouraging students to use their diverse ideas to construct their responses. However, formative written assessments are not often used in the undergraduate biology classroom due to barriers, such as time spent grading and the intricacy of interpreting student responses. Automated scoring, such as lexical analysis and machine scoring, can examine student thinking in formative written responses. The core concept structure-function provides a foundation upon which many topics in anatomy and physiology can be built across all levels of organization. My research focused on the development of formative written assessment tools and automated scoring models to provide insight into student understanding of structure and function. My research objective was to examine student understanding of a core concept in anatomy and physiology by using automated scoring. Ten short answer questions were administered to students in a junior-level General Physiology course and a sophomore level Human Anatomy and Physiology course at a large Southeastern public university, and to students in Human Anatomy and Physiology courses at two Southeastern two-year colleges. Seventeen students were interviewed to determine if their responses to the short answer questions accurately reflected their thinking. Lexical analysis and machine scoring were used to build predictive models that can analyze student thinking about the structure-function relationship in anatomy and physiology with high agreement to human scoring. Less than half of the student responses in this study demonstrated conceptual understanding of the structure-function relationship. Automated scoring can successfully evaluate a large number of student responses in Human Anatomy and Physiology and General Physiology courses.
In chapter three I compared conceptual understanding of structure and function in 2-yr and 4-yr student responses. Anatomy and physiology is taught at a variety of institutions, including 2-year community colleges and 4-year research universities. Regardless of the type of institution offering anatomy and physiology, conceptual understanding of the structure-function relationship is necessary to understand physiological processes. The focus of my research was to compare conceptual understanding of 2-year versus 4-year anatomy and physiology students by using written formative assessment. I hypothesize that differences in students’ academic readiness between two-year and four-year institutions may affect conceptual understanding and student performance. Based on prior research, I predict that there will be a difference in conceptual understanding of the core concept structure and function between two-year and four-year students in anatomy and physiology, and that the students at the two-year institution will not perform as well as the students at the four-year institution, as measured by performance on the constructed response questions. Responses to eight short answer essay questions were collected from students at both types of institutions from students in human anatomy and physiology over six semesters. My results demonstrated that there is a difference in conceptual understanding of the structure-function relationship between 2-year and 4-year students in anatomy and physiology with more 4-year students mentioning SRF concepts in their responses compared to the 2-year students. A potential reason for this difference may be college readiness. There was no difference in performance between institution types on structure-function concepts examined in the A&P II course. My results suggested that students may benefit from a focus on core concepts within the content of anatomy and physiology courses. This focus should occur in both the first and second semesters of anatomy and physiology. Instructors can use written formative assessment to allow students to demonstrate their conceptual understanding within the organ systems.
In chapter four I investigated how question features affect student responses to anatomy and physiology formative assessment questions. Short answer essay questions contain features which are elements of the question which aid students in connecting the question to their existing knowledge. Varying the features of a question may be used to provide insight into the different stages of students’ emerging biological expertise and differentiate novice students who have memorized an explanation from those who exhibit understanding. I am interested in examining the cognitive level of questions, the use of guiding context/references in question prompts, and the order of questions, and how these features elicit student explanations of the core concept structure-function in anatomy and physiology. I hypothesized that varying the features of short answer questions may affect student explanations. Short answer questions based on the core concept ‘structure-function’ were administered to 767 students in a junior level General Physiology course and to 573 students in a sophomore level Human Anatomy and Physiology course at a large southeastern public university. Student responses were first human scored and then scored by using lexical analysis and machine scoring. Students were interviewed to examine their familiarity with levels of organization and to confirm their interpretation of the questions. Students demonstrated more conceptual understanding of four of the structure-function concepts when answering the understand questions and more conceptual understanding of two structure-function concepts when answering the apply questions. The question prompts provided a different context which may have influenced student explanations. There was no difference in conceptual understanding of the structure-function relationship with and without the use of a guiding context in the wording of the question prompt. For question sequence, students performed better on the last questions in the sequence, regardless of whether the last question was easier or more difficult. Instructors should provide students with questions in varying contexts and cognitive levels will allow students to demonstrate their heterogeneous ideas about a concept.
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Canterbury, Sandra Ann. "An Investigation of Conceptual Knowledge: Urban African American Middle School Students' Use of Fraction Representations and Fraction Computations in Performance-Based Tasks." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/22.
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A relatively large number of 8th-grade public middle school students in the United States, particularly in urban communities, are not performing at acceptable levels in mathematics. One concept that poses significant difficulty for these students and negatively affects their overall mathematics achievement is fractions. Many researchers have attributed these difficulties primarily to traditional fraction instruction that emphasizes procedural rather than conceptual knowledge. Therefore this study was designed to investigate how students use their computational and conceptual knowledge and fraction representations to solve fraction-related performance-based mathematical tasks. Social constructivism was used as the theoretical framework in examining conceptual knowledge related to learning fractions. This qualitative study was implemented in an urban middle school in the southeast. It involved an initial sample of 37, 8th-grade, African American pre-algebra students who completed a fraction interest questionnaire and two fraction pretests. During the implementation period, 34 students in the researcher’s pre-algebra class completed three performance-based tasks, three reflection logs, and participated in an interview after completing each task. Of the 34 students who completed all tasks, three were purposefully selected as the informants for the study. In addition, observations, field notes, and artifacts (student work) were utilized to facilitate triangulation of the data. The findings of the study indicated the informants could compute fractions with an average of 85% of mastery but could conceptualize fractions only to a small extent. This validated prior findings and led to the conclusion that student deficiency with fractions results primarily from their level of conceptual knowledge. In the investigation of the ways in which 8th-grade students use fraction representations, this study found the informants used representations to develop a visual map of their mathematical thinking and reasoning and to check the accuracy of their computations. Therefore, this study suggests, when students’ mathematical learning experiences relative to fractions have not emphasized the use of representations to develop conceptual knowledge, they may not be comfortable with the accuracy of the solutions demonstrated in their fractions models.
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Anaya, Jissel Belinda. "Conceptual scoring of expressive vocabulary measures in bilingual children with and without specific language impairment." Thesis, 2013. http://hdl.handle.net/2152/23584.
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Purpose: This study examined the effects of conceptual scoring on vocabulary performance of bilingual children with and without language impairment and the classification accuracy of an expressive vocabulary test across four scoring methods, single language and conceptual scoring, for bilingual (English-Spanish) children with and without language impairment.
Method: Participants included English speaking monolingual children (n=14) and Spanish-English bilingual children (n=116) ages 5-11. Children completed the English and bilingual versions of the Expressive One-Word Picture Vocabulary Test. Four different scores were derived representing monolingual scores in English and Spanish, and three conceptual scores. Within-test conceptual scores credited children’s other language responses during the test; and across-test conceptual scores compiled a conceptual score across Spanish and English administrations of the test.
Results: Across-test conceptual scoring resulted in better overall classification, sensitivity, and specificity than within-test conceptual scoring, which resulted in better overall classification, sensitivity, and specificity than monolingual scoring; however, neither method achieved minimum standards of 80% accuracy in sensitivity and specificity.
Conclusions: Results suggest that bilingual children are not always able to readily access their second language in confrontation naming tasks. Priming or inhibition may play a role in test performance. Cross-test conceptual scoring yielded the highest classification accuracy and is the recommended method for clinical practice.<br>text
Books on the topic "Conceptual scoring"
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Hooghe, Liesbet, Gary Mark, Tobias Lenz, Jeanine Bezuijen, Besir Ceka, and Svet Derderyan. International Authority: From Concept to Measure. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198724490.003.0001.
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Chapter One discusses the theoretical-conceptual underpinnings of the Measure of International Authority (MIA). In what respects, and to what extent, do international organizations exert legal rational authority? What powers do non-state actors have in international decision making and dispute settlement? To what extent, when, and how do states sacrifice the national veto in collective decision making? The chapter is structured in a sequence of five steps from the abstract to the particular: conceptualize authority; specify the concept as formal authority of international organizations; unfold in the dimensions of delegation and pooling; operationalize international organization (IO) composition and decision making in indicators that describe institutional alternatives that can be reliably assessed; explicate principles for scoring and adjudicating cases.
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Melamed, Daniel R. Listening to the Christmas Oratorio with a Calendar. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190881054.003.0005.
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Johann Sebastian Bach’s Christmas Oratorio has six parts that Bach performed on six days from Christmas to Epiphany. We usually experience it as a unified work, and Bach considered it one, but in some ways, its designation as a single oratorio was more conceptual than real. Our best tool for understanding the Oratorio’s original context might be a calendar. The work’s place in the church year helps us understand its construction and scoring, stimulates our thinking about the independence of its parts, and aids in examining the musical elements that make it a unified work. Despite modern attempts to invent a tradition of multiday Christmas pieces stretching back to the seventeenth century, there was no such tradition. Bach’s model was a central German practice of Passion settings spread over days or weeks. Bach could not present a Passion this way, but that was evidently his inspiration for the Christmas Oratorio.
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Kellman, Noah. The Game Music Handbook. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190938680.001.0001.
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Writing music for games is an art that requires conceptual forethought, specialized technical skill, and a deep understanding of how players interact with games and game audio. The Game Music Handbook embarks on a journey through numerous soundscapes throughout video game history, exploring a series of concepts and techniques that are key to being a successful game music composer. This book organizes key game music scoring concepts into an applicable methodology, describing them with memorable distinctions that leave readers with a clear picture of how to apply them to creating music and sound. Any music composer or musician who wishes to begin a career in game composition can pick up this text and quickly gain a solid understanding of the core techniques for composing video game music, as well as the conceptual differences that separate it from any other compositional field. Some of these topics include designing emotional arcs for nonlinear timelines, the relationship between music and sound design, discussion of the player’s interaction with audio, and more. There is also much to be gained by advanced readers or game audio professionals, who will find detailed discussion of game state and its effect on player interaction, a composer-centric lesson on programming, how to work with version control, information on visual programming languages, emergent audio, music for virtual reality (VR), procedural audio, and other indispensable knowledge about advanced reactive music concepts. The text often explores the effect that music has on a player’s interaction with a game. It discusses the practical application of this interaction through the examination of various techniques employed in games throughout video game history to enhance immersion, emphasize emotion, and create compelling interactive experiences.
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Bishop, Daniel. The Presence of the Past. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190932688.001.0001.
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In the tumultuous era of the late sixties and early seventies, several currents of American art and culture coalesced around a broad sensibility that foregrounded and explored the immediacy of lived experience as both an aesthetic and political imperative. But in films set in the historical past, this sensibility acquired complex additional resonances by speaking to the ephemerality of the present moment through a framework of history, myth, nostalgia, and other forms of temporal alienation and distance. The Presence of the Past explores the implications of this complex moment in Hollywood cinema through several prominent examples released in the years 1967 to 1974. Key genres are explored in detailed case studies: the outlaw film (Bonnie and Clyde and Badlands), the revisionist Western (Butch Cassidy and the Sundance Kid, McCabe and Mrs. Miller), the neo-noir (Chinatown), and the nostalgia film (The Last Picture Show and American Graffiti). In these films, “the past” is more than a matter of genre or setting. Rather, it is a richly diverse, often paradoxical concern in its own right, whose study bridges diverse conceptual territories within soundtrack studies, including the sixties pop score, myth criticism, media technologies, and the role of classical music in compilation scoring. Against a broader background of an industry and film culture that were witnessing a stylistic and aesthetic diversification in the use of music and sound design, The Presence of the Past argues for the film-philosophical importance of the soundtrack for cultivating an imagined experiential understanding of the past.
Book chapters on the topic "Conceptual scoring"
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Mouammine, Yahia, and Hassan Azdimousa. "The Measurement of Consumer’s Feel Data Using Neuromarketing and a Scoring Board: Conceptual Model." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36671-1_64.
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Baker-Brown, Gloria, Elizabeth J. Ballard, Susan Bluck, Brian de Vries, Peter Suedfeld, and Philip E. Tetlock. "The conceptual/integrative complexity scoring manual." In Motivation and Personality. Cambridge University Press, 1992. http://dx.doi.org/10.1017/cbo9780511527937.029.
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Kulezic-Wilson, Danijela. "Scoring with Sound, the Aesthetics of Reticence, and Films of Peter Strickland." In Sound Design is the New Score. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190855314.003.0003.
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Chapter 3 focuses on methods of replacing diegetic sound with electroacoustic music and/or musique concrète, or their seamless merging, arguing that they represent a significant development in the practice of erasing the line between score and sound design. The main case studies—Katalin Varga and Berberian Sound Studio—come from the work of British director Peter Strickland, whose methods of “scoring with sound design” are informed by his interest in avant-garde and experimental music. Connecting Strickland’s methods with a growing tendency among some filmmakers to reject the conventions of traditional scoring and its values of passive spectatorship, this chapter introduces the aesthetics of reticence as a conceptual framework embraced by artists who encourage the audience’s active intellectual and emotional engagement with the text.
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McClanahan, Annie. "Credit, Characterization, Personification." In Dead Pledges. Stanford University Press, 2016. http://dx.doi.org/10.11126/stanford/9780804799058.003.0003.
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Chapter 2 addresses the relationship between debt and personhood. Practices for evaluating economic credibility in the late eighteenth century relied on subjective, qualitative, narrative forms of evaluation and thus depended on a realist model of literary character. By the early twenty-first century, however, credit scoring had become objective, quantitative, and data driven. Yet contemporary creditors still import the fictions of personhood stripped from human subjects into the scores themselves. To understand the perduring presence of the person, this chapter considers both characterization and personification. Gary Shytengart’s 2010 novel Super Sad True Love Story attests to the persistence of racial discrimination in “objective” credit scoring, while conceptual art by Cassie Thornton, Occupy Wall Street debtor-portraits, and poetry by Mathew Timmons and Timothy Donnelley register debt as a material and historical force.
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Pakes, Anna. "Postmodern Works." In Choreography Invisible. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199988211.003.0005.
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Chapter 4 explores the continuing operation of the work-concept in postmodern and contemporary dance, as well as a range of ways in which that concept has been challenged. The institutionalisation of choreographic authorship within modern dance is contrasted with critiques of authorship developed through American postmodern and subsequently European conceptual dance, both of which place renewed emphasis on the creative role of the dancer. The chapter also highlights the range of subject matter tackled by Western theatre dance since the mid-twentieth century and the polysemic character of many contemporary dances. It explores how increasing interest in documentation, preservation, and authentic performance are counterbalanced by practices of reinvention and alternative scoring. The chapter argues that, despite explicit challenges to the dance work-concept, it still underpins dance-making and dissemination.
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Adams, David A., Bridget K. Hamre, and Lawrence Farmer. "Instructional Interactions and Literacy." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch013.
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Teacher social emotional competence has been connected to literacy development as well as broader academic outcomes through the domains of Emotional Support and Classroom Organization of the Classroom Assessment Scoring System (CLASS). Despite these findings, teacher development has yet to place an emphasis on social emotional skill development in line with such research. Drawing on diffusion of innovations literature, the authors offer a conceptual model that ties teacher social emotional skill development directly to the instructional support domain of the CLASS, thereby increasing the compatibility of social emotional learning to teaching and learning outcomes, including literacy. The analysis identified perspective-taking and social cue recognition as key opportunities for instructionally-aligned teacher social emotional skill development. The authors make recommendations for methods to increase these skills for teachers.
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Kaczmarek, Maria. "Human remains from Marina el-Alamein." In Classica Orientalia. Essays presented to Wiktor Andrzej Daszewski on his 75th Birthday. DiG Publisher, 2011. http://dx.doi.org/10.37343/pcma.uw.dig.9788371817212.pp.233-257.
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The aim of the paper is to draw a health profile of a past human population—the Graeco-Roman inhabitants of a harbor city at the site of Marina el-Alamein on the Mediterranean coast of Egypt—and to study levels of adaptation of this population to the environment in which it lived. The author presents her methodology: the conceptual framework, skeletal inventory and scoring procedures, the uses her data to discuss in detail the paleodemography (demographic population structure and patterns of mortality) and physiological stress (disruption of growth and maturation), which can be defined as a physical disruption resulting from unhealthy environmental conditions with deleterious effect on both the individual and population level. Life expectancy was found to be at 39.1 years for males and 33.4 years for women. Based on skeletal growth of the most vulnerable subgroups of the population, infants and children, The people who were buried in the tombs of Marina el-Alamein lived a stressful life in an impoverished environment and their diet was inadequate. Overall dental health was very poor, significantly more so among women, and the high rates of arthritis and degenerative diseases of the spine and the major joints were suggestive of heavy workloads in life.
Conference papers on the topic "Conceptual scoring"
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Barrett, Michelle D., and Goran Lazendic. "Special Session—Scaling Automated Scoring: Addressing Practical and Conceptual Challenges." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615198.
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Kwon, Minsung. "PRESERVICE TEACHERS’ SCORING RUBRIC DEVELOPMENT TO ASSESS CONCEPTUAL UNDERSTANDING IN MATHEMATICS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2114.
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Hutcheson, Ryan S., and Daniel A. McAdams. "Conceptual Design of a Formula Hybrid Powertrain System Utilizing Functionality-Based Modeling Tools." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28836.
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Formula Hybrid is a collegiate design competition sponsored by the Society of Automotive Engineers. The competition is a spin-off of the Formula SAE series and requires that students design, build and race an electric-internal combustion engine hybrid automobile. To assist the design process of Texas A&M’s first Formula Hybrid entry, formal functionality-based conceptual design tools were applied to explore and select potential powertrain concepts. These tools included behavioral modeling along with a functionality-based sensitivity analysis. Two levels of model fidelity were used. The first (low) fidelity level was used to screen a large number of powertrain concepts. The second (high) fidelity level was used to select from a smaller but more refined set of concepts. Ultimately, four concepts were identified as suitable to use in a Formula Hybrid car. The results of this analysis were presented to the Texas A&M Formula Hybrid team. The team eventually selected a concept similar to one of the top four concepts in the study (the electric motor, battery capacity, IC engine and powertrain configuration were nearly identical as those used to parameterize the model in the analysis). Texas A&M’s Formula Hybrid team went on to win the 2009 Formula Hybrid competition by scoring 980.9 points out of 1000 (the 2nd place team scored 757.7 points). The results of the analysis done for the Texas A&M Formula Hybrid team are presented in this work along with the suggested powertrain concepts.
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Osuala, Justice, and Matilda Obuh. "Emotional Intelligence: A Modern Approach to Health and Safety in the Oil and Gas Industry, Effects of Covid-19 Pandemic in Work Environments, and Solutions to Enhance Work Deliverability - A Case Study of Nigeria." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/208242-ms.
Full textAbstract:
Abstract Assurance of reliable public health and safety of/in work environments patently depends on the Emotional Intelligence (EI) of workers. EI, which is the ability to understand and regulate emotions of one-self and others, is one of the uncommonly utilized strategies to optimizing deliverability in workplaces. Work pressure can never be overemphasized, as when not managed effectively, can retard compliance to industry set rules, integrity, and values, as well as distort deliverability of workers. The oil and gas sector were not left out in the impact of the COVID-19 pandemic which did not only affect the economy of the global oil market, but also, jeopardized the health and safety of its workers and the environment at large. This paper highlights Emotional Intelligence (EI) as a method to curb the negative effects which the pandemic has caused. It further positions Affability as a must-have skill for oil and gas workers for the purpose of assuring health and safety in work environments. Conceptual and critical thinking processes were utilized to introduce and prioritize Affability as an aspect of EI to proffering solutions to threats regarding safe and workable environment in the industry. Using SPSS, a comprehensive analytical result was generated for 102 oil and gas workers in Nigeria, who took an Emotional Intelligence test compiled by Global Leadership Foundation. A mean of 45.35% was calculated with 57% of 102 scoring below %50. A critical observation indicates that, EI among oil and gas workers was unreliable. This is due to unawareness to effectiveness of developing affable skills to combat safety and health threats in work environments. In an informative way, this paper introduces Affability as a core aspect of Emotional Intelligence and its effectual contribution to promoting a healthy and safe oil and gas work environment.
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Sancio, Rodolfo B., Patricia Varela, David Vance, Kourosh Abdolmaleki, and Millan Sen. "Qualitative and Semi-Quantitative Model for Estimating the Probability of Failure at River Crossings." In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9788.
Full textAbstract:
Abstract Pipeline river crossings are typically managed by using a combination of flood monitoring, ground inspections, integrity assessments, and remediations. Using a probabilistic model to assess the likelihood of failure at river crossings would enable combined consideration of all factors that contribute to the failure threat, provide site rankings to support discrete mitigation prioritizations, allow for evaluation of whether a crossing is acceptable in regard to a risk target, and provide a “check” to the deterministic integrity management methods. This paper describes two models for estimating the pipeline probability of failure at river crossings. The first model is a qualitative scoring model that can be easily implemented by operators and consultants. This model employs a weighting-factors approach to consider the multiple variables that contribute to pipeline exposures and overstress given exposure. The results may be applied to threat rank diverse crossings, as well estimate the probability of failure at a crossing relative to that at historical failure sites. The second model is a semi-quantitative model that 1) estimates the likelihood of a crossing exposure occurring, 2) estimates the associated scour length, 3) assesses the pipelines critical span length, and 4) quantifies the probability that a span length longer than the critical span length could form. This model may be applied to achieve the same goals as the qualitative model, and also compare the probability of failure at a river crossing to a reliability target. Due to the complexity of this model and the paper length limits, it is conceptually described within this paper. The results demonstrated that the model output site rankings correlated reasonably with those estimated by pipeline integrity program managers, the scour depth and length prediction results were consistent with measured historical scours, and the pipeline probability of failure at the assessed river crossings were within expected ranges.