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Letteratura scientifica selezionata sul tema "Revised taxonomy"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 febbraio 2022

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Articoli di riviste sul tema "Revised taxonomy"

Parenti, Lindsay, Anne Foreman, B. Jean Meade e Oliver Wirth. "A revised taxonomy of assistance animals". Journal of Rehabilitation Research and Development 50, n. 6 (2013): 745–56. http://dx.doi.org/10.1682/jrrd.2012.11.0216.

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Byrd, P. Ann. "The Revised Taxonomy and Prospective Teachers". Theory Into Practice 41, n. 4 (1 novembre 2002): 244–48. http://dx.doi.org/10.1207/s15430421tip4104_7.

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Cai, Bo, Yuezhao Wang, Yueying Chen e Jiatang Li. "A revised taxonomy for Chinese reptiles". Biodiversity Science 23, n. 3 (2015): 365–82. http://dx.doi.org/10.17520/biods.2015037.

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Cleal, Christopher J., Cedric H. Shute e Erwin L. Zodrow. "A REVISED TAXONOMY FOR PALAEOZOIC NEUROPTERID FOLIAGE". TAXON 39, n. 3 (agosto 1990): 486–92. http://dx.doi.org/10.2307/1223109.

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Huang, Lintao, Hui Huang e Lei Jiang. "A revised taxonomy for Chinese hermatypic corals". Biodiversity Science 28, n. 4 (2020): 515–23. http://dx.doi.org/10.17520/biods.2019384.

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Brindha, V. Evelyn. "Creative Learning Methodology using Revised Bloom’s Taxonomy". International Journal for Cross-Disciplinary Subjects in Education 9, n. 1 (30 marzo 2018): 3368–72. http://dx.doi.org/10.20533/ijcdse.2042.6364.2018.0450.

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Debar, Hervé, Marc Dacier e Andreas Wespi. "A revised taxonomy for intrusion-detection systems". Annales Des Télécommunications 55, n. 7-8 (luglio 2000): 361–78. http://dx.doi.org/10.1007/bf02994844.

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Williams, Monnica T., Matthew D. Skinta e Renée Martin-Willett. "After Pierce and Sue: A Revised Racial Microaggressions Taxonomy". Perspectives on Psychological Science 16, n. 5 (settembre 2021): 991–1007. http://dx.doi.org/10.1177/1745691621994247.

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Harvard psychiatrist Chester Pierce’s conception of “subtle and stunning” daily racial offenses, or microaggressions, remains salient even 50 years after it was introduced. Microaggressions were defined further by Sue and colleagues in 2007, and this construct has found growing utility as the deleterious effects of microaggressions on the health of people of color continues to mount. Many studies seek to frame microaggressions in terms of a taxonomic analysis of offender behavior to inform the assessment of and interventions for the reduction of racial microaggressions. This article proposes an expansion and refinement of Sue et al.’s taxonomy to better inform such efforts. We conducted a review of published articles that focused on qualitative and quantitative findings of microaggressions taxonomies ( N = 32). Sixteen categories of racial microaggressions were identified, largely consistent with the original taxonomy of Sue et al. but expanded in several notable ways. Building on our prior research, other researchers supported such new categories as tokenism, connecting via stereotypes, exoticization and eroticization, and avoidance and distancing. The least studied categories included the denial of individual racism from Sue et al., and newer categories included reverse-racism hostility, connecting via stereotypes, and environmental attacks. A unified language of microaggressions may improve understanding and measurement of this important construct.

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Tuuri, Kai, e Tuomas Eerola. "Formulating a Revised Taxonomy for Modes of Listening". Journal of New Music Research 41, n. 2 (giugno 2012): 137–52. http://dx.doi.org/10.1080/09298215.2011.614951.

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Sheffer, Christine E., Julie A. Deisinger, Jeffrey E. Cassisi e Kenneth Lofland. "A Revised Taxonomy of Patients with Chronic Pain". Pain Medicine 8, n. 4 (maggio 2007): 312–25. http://dx.doi.org/10.1111/j.1526-4637.2006.00176.x.

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Tesi sul tema "Revised taxonomy"

Coleman, Vada M. "National Music Education Standards and Adherence to Bloom's Revised Taxonomy". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1048.

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Pressures from education reforms have contributed to the need for music educators to embrace new and diverse instructional strategies to enhance the learning environment. Music teachers need to understand the pedagogy of teaching and learning and how these affect their praxis. The purpose of this multiple case evaluative study was to investigate the instructional methods used in 10 middle school general music programs to assist students in obtaining the National Standards for Music Education. Bloom's revised taxonomy was the theoretical framework used to evaluate the teaching praxis of the participating teachers. The research questions for the study addressed the effectiveness of the instructional strategies in the music classroom and how they align with the National Standards Music Education and Bloom's Revised Taxonomy. Data were collected from an open ended survey, individual interviews, and unobtrusive documents from 10 general music teachers from suburban, rural, and urban school districts. A line-by-line analysis was followed by a coding matrix to categorize collected data into themes and patterns. The results indicated that standards-based metacognitive instructional strategies can assist music teachers in their classrooms and unite cognitive, affective, and kinesthetic experiences applicable beyond the music classroom. It is recommended that music teachers use alternative teaching techniques to promote and connect critical thinking skills through musical learning experiences. Implications for positive social change include training music educators to create learning environments that support and motivate students to learn and achieve academic success.

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DeForest, Reynolds Siri Torrence. "Validating Bloom's Revised Taxonomy as a Rubric for Assessing Middle School Students' Levels of Thinking". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6990.

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Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff’s alpha. Validity was explored by assessing the relationship between the BRT scores collected in this study to the original teacher scores of students’ archived writing samples. Reliable, unrelated scores would have suggested that the two processes were scoring different constructs. The convenience sample of 8 volunteer teachers scored papers using the new BRT rubric. Each teacher scored 52 writing samples, 2 each from 26 students in the 7th grade. The Spearman correlation coefficient between the BRT and original teachers’ scores was not statistically significant. The teachers’ original scores could not validate the BRT as a measuring tool. Also BRT measure failed to demonstrate evidence of reliability (Krippendorf’s α = .05). A position paper was created to present the results of this study and to explore possibilities for improving the assessment of thinking. Positive social change may be encouraged by the use of a reliable and valid scoring process to quantify levels of thinking. A reliable scoring process for levels of thinking could lead to more balanced curricula, instruction, and assessment ultimately providing a base for customized student learning experiences.

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Lee, Yoon Suk. "An Approach to Identify Effective Learning Outcomes for a Training Program". Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/36462.

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Low back disorders (LBDs) are one of the most commonly occurring injuries in industry. To attempt to reduce these work-related injuries, billions of dollars are being budgeted for formal training in the U.S. However, the outcomes of this training are below a satisfactory level. The majority of organizations utilize the Four-level Evaluation Model to evaluate their training program. However, previous studies have pointed out some limitations regarding this evaluation model. Moreover, most organizations collect only trainee reaction, the first level of the Four-level Evaluation Model, to determine the effectiveness of their training program. Many studies reveal that trainee reaction is an invalid indicator to determine the effectiveness of a training program, and further suggest multi-dimensional categorization within each level of the Four-level Evaluation. Therefore, in this study, the Revised Bloomâ s Taxonomy was employed to enable multidimensional categorization of learning outcomes in a lifting and lowering training program. The learning outcomes of interest in such a training program relate to procedural knowledge and the cognitive process involved are categorized as remembering, understanding, applying, and evaluating the contents of the training program. Two research questions were asked. What types of learning outcomes are most predictive of training performance? How do the learning outcomes predict training performance compared to affective and utility type reactions? The ability of different types of learning outcomes to predict training performance was tested by multiple regression analyses. The results revealed that apply-procedural learning outcomes and the interaction variable of understand-procedural and apply-procedural learning outcomes were the most predictive of training performance. Further, these learning outcomes were more predictive of training performance than the trainee reactions (affective and utility type reactions) to explain training performance. The results of this study yielded a set of recommendations that may be useful in designing and evaluating lifting and lowering training programs. Moreover, this study examined the Revised Bloomâ s Taxonomy as a novel method of considering the multidimensional nature of learning and provided a potential application of the Revised Bloomâ s Taxonomy in the training discipline.
Master of Science

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Ridenour, Ty Andrew. "Utility analyses of the Psychopathy checklist, revised, and Moffit's Taxonomy for a rehabilitation program for juvenile delinquents". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027111.

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The prediction of adolescents' antisocial behavior was central to this investigation. Specifically, use of the Psychopathy Checklist, Revised (PCL) as a predictor of the treatment outcome of a residential unit for juvenile delinquents was evaluated. Toward this goal, three foci guided hypothesis generation and testing. Multiple hypotheses were tested to consider (a) the predictive validity of the PCL, (b) the match between the PCL and Moffitt's (1993b) taxonomy of antisocial behavior and (c) the utility of the PCL as a selection instrument for assignment of juvenile delinquents to behavioral residential unit treatment. Subjects consisted of 80 adolescent, racially-mixed males (28 unit residents, 52 high school students).Predictive validity was evidenced for criteria consisting of future incarceration and future violent and nonviolent criminal offenses committed over the year following PCL administration. Prediction of future incarceration produced results similar to those found with adult prisoners (80% of psychopaths and 21% of nonpsychopaths were incarcerated). Moreover, PCL scores accounted for 26% of the variability in violent offenses and 40% of the variability of nonviolent offenses committed by subjects during the follow-up year.The match between Moffitt's taxonomy of antisocial behavior and the PCL was evidenced by data gathered on those subjects who were known to have engaged in antisocial behavior (N=71). The constructs that Moffitt (1993b) argued would mediate antisocial behavior and are measured with PCL items (such as neuropsychological executive functioning) significantly improved the prediction of future antisocial behavior over that accounted for by Moffitt's taxonomy. In fact, PCL items accounted for more unique variability in future offenses committed than did Moffitt's taxonomy.Utility analyses indicated that the PCL could be used to improve the prevention of success-improbable delinquents from being assigned residential treatment. Dollar value utility analysis indicated that over $5800 per resident could be reallocated to other interventions by assigning success-improbable delinquents to other treatments. Doing so was projected to result in over $175,000 less to be spent on treating unsuccessful residents. It was also argued that utility analysis figures could be to argue for development of alternative programs for delinquents who would probably be unsuccessful in the residential unit program. Residents who presented with internalized psychiatric disorders were not identified using the proposed cutoff score. Therefore, it was recommended that a second test be used to detect delinquents in need of in-patient psychiatric care.
Department of Educational Psychology

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Wheeler, Donald. "Using a summative assessment alignment model and the Revised Bloom's Taxonomy to improve curriculum development, instruction, and evaluation". Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342741571&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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Borgelind, Andreas, e Bassel Mekhelif. "Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6". Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644.

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In the spring term of 2013, national tests were conducted in social sciences for the first time in the Swedish sixth grade. The tests fell under criticism from various outlets associated with education which eventually resulted in the removal of these new national tests. However, as of 2016 it has been decided that the same institutions responsible for the national tests are to develop voluntary assessment support material in these subjects, which will be available nationwide in 2017, essentially replacing the tests. The idea for this essay was born out of a need to investigate to what extent the different types of knowledge and abilities of Lgr 11, the Swedish curriculum, correspond to the new national tests, since such research has yet to be done for the sixth grade version of the tests. Out of constraints related to time and size, we chose to limit ourselves to two of the four subjects in social sciences, namely history and religion. Using text analysis as method and Bloom’s revised taxonomy as an analysis model to study the alignment between the national tests and the curriculum, we’ve endeavoured to answer the following questions: To what extent are the different types of knowledge and abilities tested in the national tests in history and religion for grade six? How well do the national tests in history and religion for grade six and the knowledge requirements of Lgr 11 correspond in regard to which types of knowledge and abilities are tested and the extent of these? The results showed that the national tests and the knowledge requirements of the Swedish curriculum by and large share a high level of alignment. However, the amount of test questions corresponding to each knowledge requirement varies greatly, creating a possible gap for teachers to fill should they use the forthcoming assessment support material in their work.

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Mathumbu, David. "The knowledge and cognitive process dimensions of technology teachers’ lesson objectives". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/36788.

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The knowledge and cognitive process dimensions of Technology teachers’ lesson objectives This study employs both quantitative and qualitative enquiry, which seeks to establish the nature and quality of the lesson objectives intended by Technology teachers. Technology teachers are frequently faced with the need to use technological knowledge and its methodological approaches in their development of lesson plans and in their teaching. The methodological aspect and technological knowledge of these teachers should be reflected in the framing of lesson plans containing explicit statements of lesson objectives or learning outcomes. The cognitive levels to which the objectives lead are important because of the demands placed on learners by the subject of technology. Technology inherently requires mastery of some scientific knowledge, and procedures of the technological process from needs establishment to design and fabrication of artefacts. This requires learners to achieve at the upper levels of Bloom‟s taxonomy. This is the important goal of education. The purpose of this study was to investigate the knowledge and cognitive process dimensions of the lesson objectives in lesson plans of Technology teachers. These dimensions of Technology teachers‟ lesson objectives were mapped using the Taxonomy Table adapted from the Revised Bloom‟s Taxonomy. This study used a primarily qualitative research approach, with some quantitative analysis of data. A survey research design with limited scope was used to obtain lesson plans from Technology teachers in order to establish the nature and qualities of their lesson objectives. Lesson plans were collected from 19 teachers in three districts of Mpumalanga. These lesson plans were analysed, interpreted and discussed with sampled teachers in a focus group. With regard to the knowledge and cognitive domains of the Technology teachers‟ lesson objectives, findings from this study suggest that teachers tend to focus more on factual knowledge and less towards metacognitive knowledge, and operate at low-order level in the cognitive domain. In other words, technology learners are being taught factual knowledge at the low-order level of thinking. Technology teachers tend to have lesson objectives that are known only to them. This might imply that teaching in technology occurs without proper specific objectives. Measures need to be put in place to intensify support to Technology teachers so that they realise the importance of the formulation of lesson objectives that cover all the levels in the knowledge and cognitive domains. Furthermore, Technology teachers should be encouraged to state their lesson objectives explicitly.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
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Sagaskie, Erin Elizabeth. "The Effect of Instruction in Alternative Solutions on American Ninth-Grade Algebra I Students' Problem Solving Performance". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/969.

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The purpose of this study was to investigate the effect of the use of an Alternative-Solution Worksheet (ASW) on American ninth-grade students' problem solving performance, and to determine the extent to which instruction in alternative solutions promotes "look back" strategies. "Look back" strategies are based on Polya's (1973) problem solving steps, and they are an examination of what was done or learned previously. The ASW was designed to encourage students to utilize "look back" strategies by generating alternative solutions to the problems. This mixed-methods study was conducted with two existing groups of ninth-grade Algebra I students. An experimental group of 18 students received instruction in utilizing the ASW for two 55-minute class periods a week for a period of four weeks. A comparison group of 14 students did not receive any instruction. Data for this study were collected by pre- and post-testing, ASWs, focus groups, and one student's "think aloud" process. For the quantitative analysis, a one-way ANCOVA was conducted to determine if there was a significant difference in the mean post-test scores between the experimental group and the comparison group. The students' pre-test score was the covariate. The findings indicated that the experimental group scored slightly better on the post-test, and R2=.345, a medium effect size. There were no significant correlations between the ASW scores and the pre- and post-test scores, but the ASW scores were significantly correlated with the students' EXPLORE9 math and reading percentiles. The qualitative findings indicated that "look back" occurred at all six levels of Bloom's Revised Taxonomy, but it is the "look back" that occurs at the upper three levels, in the context of higher order thinking skills, that results in better mathematical problem solving abilities. In addition, positive affective changes were evident despite little improvement in students' mathematical problem solving abilities. The results of this study indicated that higher order thinking skills need to be practiced regularly so students can use them effectively.

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Jansson, Tobias. "Provkunskaper : Vilka kunskaper testas i geografiprov?" Thesis, Linköpings universitet, Avdelning för geografi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68251.

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Denna uppsats handlar om vilka olika kunskapsformer som testas i skriftliga prov i geografi på gymnasiet och om hur detta förhåller sig till betygskriterierna. För att besvara detta har tio geografilärares prov analyserats med hjälp av Blooms reviderade taxonomi. Tidigare forskning visar att prov i SO-ämnen nästan enbart testar minneskunskaper. Denna studie bekräftar delvis detta då de analyserade proven domineras av frågor som testar att minnas. Samtidigt finns det en variation i vilka kunskapsformer som testas. Även om lärarna främst testar att minnas fakta- och begreppskunskap, testar också andra kunskapsformer, om än i varierande grad. Det handlar främst om uppgifter som testar att förstå fakta- och begreppskunskap, men även att tillämpa, analysera och värdera begreppskunskap testas, liksom att tillämpa procedurkunskap. Det finns en viss överensstämmelse mellan lärarnas prov och betygskriterierna, men en tydlig skillnad är att lärarna i studien i högre utsträckning testar att minnas än vad som uttrycks i betygskriterierna. Detta gäller särskilt för de högre betygen. Det är inte heller alla lärare som testar de högre kognitiva processerna, som att tillämpa, analysera och värdera, vilka uttrycks för de högre betygen. Detta innebär en variation mellan lärarna i vad deras prov testar och också att validiteten i proven varierar. En del lärares prov testar ganska väl kunskaper motsvarande betygskriterierna medan andras gör det i mindre grad. Eftersom prov används som underlag för betygsättningen innebär det också att eleverna bedöms på olika grunder. Det kan finnas olika förklaringar till betoningen på minnesfrågor i proven. Tidigare forskning pekar på svårigheter att tolka kriterierna eller på traditionen. En annan förklaring är bristen på tid, lärarna behöver tid för att utforma prov med mer komplexa frågor och för att rätta dem.

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Mekhelif, Bassel. "Vad är det som prövas? : En kartläggning av samstämmighet mellan Lgr 11:s kunskapskrav för ämnet biologi och de nationella proven i biologi för årskurs 6". Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32910.

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During the spring term of 2013, national exams were conducted for the first time in the Swedish schools for 6th graders. The exams involving the science subjects were however not used as a basis for the student’s grades, but were instead used as trial exams. It did however not take long for criticism to befall upon the notion of national exams. In 2014, The teacher association and Sweden’s student council proposed for the tests to be voluntary for the grades 6 to 9. They felt that the tests were too many and that they had a negative effect on both students and teachers alike. The government decided two years later, 2016, that the national exams should be voluntary. The goal of this essay is to further raise the understanding of the 6th grade biology exam. This examination will present to what extent the biology exam tests the knowledge and skill of the students by comparing the exam against the requirements listed in Lgr 11. In order to accomplish this, text analysis will be used as the method, and Blooms revised taxonomy will be used as the analytical model. With this as a base, two questions have been raised. To what extent is the knowledge and skills tested in the national exams for the 6th grade? How well does the national exam corresponds to the requirements stated in Lgr 11 regarding the knowledge and skills that should be tested in the exams, as well as the extent of these. The conclusion shows a high consistency between the requirements stated in Lgr 11 and the national biology exams. However, not all knowledge and skills were being tested equally. The number of questions for each different subject varied. The conclusion also gives biology 6th grade teachers the possibility to make up for the lack of questions in the areas that are currently lacking.

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Libri sul tema "Revised taxonomy"

Fraser-Jenkins, C. R. Taxonomic revision of three hundred Indian subcontinental Pteridophytes with a revised census-list: A new picture of fern-taxonomy and nomenclature in the Indian subcontinent. Dehra Dun: Bishen Singh Mahendra Pal Singh, 2008.

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Taxonomic revision of three hundred Indian subcontinental Pteridophytes with a revised census-list: A new picture of fern-taxonomy and nomenclature in the Indian subcontinent. Dehra Dun: Bishen Singh Mahendra Pal Singh, 2008.

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North American Nursing Diagnosis Association., a cura di. Taxonomy I revised, 1990: With official nursing diagnoses. St. Louis, MO (3525 Caroline St., St. Louis 63104): The Association, 1989.

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North American Nursing Diagnosis Association., a cura di. Taxonomy I revised - 1990: With official diagnostic categories. St. Louis, MO (3525 Caroline St., St. Louis, MO 63104): North American Nursing Diagnosis Association, 1990.

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Lee, Yew-Jin, Mijung Kim e Qingna Jin. East-Asian Primary Science Curricula: An Overview Using Revised Bloom's Taxonomy. Springer, 2016.

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Lee, Yew-Jin, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon e Kenji Matsubara. East-Asian Primary Science Curricula: An Overview Using Revised Bloom's Taxonomy. Springer, 2016.

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J, Stamps D., a cura di. Revised tabular key to the species of Phytophthora. 2^a ed. Kew, Surrey: CAB International Mycological Institute, 1990.

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Revised taxonomy: Standard service definitions for programs on aging : a user's handbook. Washington, D.C: National Association of State Units on Aging in cooperation with the National Association of Area Agencies on Aging, 1985.

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Marks of Excellence: The Development and Taxonomy of Trademarks Revised and Expanded edition. Phaidon Press, 2013.

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Capitoli di libri sul tema "Revised taxonomy"

Lalwani, Amar, e Sweety Agrawal. "Validating Revised Bloom’s Taxonomy Using Deep Knowledge Tracing". In Lecture Notes in Computer Science, 225–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93843-1_17.

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Krishnan, Reshmy. "Achieving Cognitive Skills in Multimedia Through Revised Bloom Taxonomy". In Creative Business and Social Innovations for a Sustainable Future, 11–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01662-3_2.

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Lee, Yew-Jin, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon e Kenji Matsubara. "Revised Bloom’s Taxonomy—The Swiss Army Knife in Curriculum Research". In SpringerBriefs in Education, 11–16. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2690-4_2.

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Krouska, Akrivi, Christos Troussas e Maria Virvou. "Computerized Adaptive Assessment Using Accumulative Learning Activities Based on Revised Bloom’s Taxonomy". In Knowledge-Based Software Engineering: 2018, 252–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97679-2_26.

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Greiner, Christian, Florian Jovy-Klein e Tom Peisl. "AI as Co-workers: An Explorative Research on Technology Acceptance Based on the Revised Bloom Taxonomy". In Proceedings of the Future Technologies Conference (FTC) 2020, Volume 1, 27–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63128-4_3.

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Laddha, Manjushree D., Laxman D. Netak e Hansaraj S. Wankhede. "A Correlation Analysis Between Cognitive Process and Knowledge Dimension in Software Engineering by Using the Revised Bloom’s Taxonomy". In Intelligent Human Computer Interaction, 34–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68449-5_4.

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de Weerdt, W. H., e R. W. M. van Soest. "A Review of North-Eastern Atlantic Hemigellius (Niphatidae, Haplosclerida)". In Taxonomy of Porifera, 309–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-70892-3_16.

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Göker, Markus. "What can genome analysis offer for bacteria?" In Trends in the systematics of bacteria and fungi, 255–81. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789244984.0255.

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Abstract This book chapter is organized as follows: (i) the main approaches to the philosophy of taxonomic classification are recapitulated; (ii) the paradigm of polyphasic taxonomy is discussed in this context; (iii) the causes of conflict between previous classifications and genome-scale analyses are investigated, using examples from recent phylum-wide studies, with a discussion of how markers used in polyphasic taxonomy can be replaced by genome-derived ones; and (iv) the challenges in assigning taxonomic ranks using genome-scale or other data are revisited. The conclusion assesses the chances, or lack thereof, of reconciling taxonomic classifications. Phenetic and phylogenetic thinking still compete with each other on the classification of bacteria, with potentially conflicting and confusing results. Some causes of problematic taxonomic classifications are independent of the type and number of characters that can be used and can only be mitigated if, for example, taxon sampling and branch support are more appropriately taken into account. It may be possible to devise objective criteria for separating bacterial species, but the currently dominating approaches for microbial species delineation may be inadequate. It is even harder to delineate higher taxa; in contrast to claims in the literature, it may prove to be impossible to objectively assign taxonomic ranks above species level.

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Murdy, Edward O., e Zeehan Jaafar. "Taxonomy and Systematics Review". In Fishes Out of Water, 1–36. Boca Raton : Taylor & Francis, 2017. | Series: CRC marine science series: CRC Press, 2017. http://dx.doi.org/10.1201/9781315119861-1.

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Rea-Guaman, A. M., T. San Feliu, J. A. Calvo-Manzano e I. D. Sanchez-Garcia. "Systematic Review: Cybersecurity Risk Taxonomy". In Advances in Intelligent Systems and Computing, 137–46. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69341-5_13.

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Atti di convegni sul tema "Revised taxonomy"

Gopalakrishnan, Sundar, e Guttorm Sindre. "A revised taxonomy of mobility-related requirements". In Workshops (ICUMT). IEEE, 2009. http://dx.doi.org/10.1109/icumt.2009.5345350.

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Wendzel, Steffen, Luca Caviglione, Wojciech Mazurczyk, Aleksandra Mileva, Jana Dittmann, Christian Krätzer, Kevin Lamshöft et al. "A Revised Taxonomy of Steganography Embedding Patterns". In ARES 2021: The 16th International Conference on Availability, Reliability and Security. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3465481.3470069.

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Raykova, Mariana, Hristina Kostadinova e George Totkov. "Adaptive test system based on revised Bloom's taxonomy". In the 12th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2023607.2023692.

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Dian Edy Prismana, Rosana, Tri Atmojo Kusmayadi e Ikrar Pramudya. "Analyzing Students' Difficulty Based on Revised Bloom's Taxonomy". In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.45.

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Nkhoma, Mathews, TRI K LAM, Joan Richardson, Booi H Kam e Kwok Hung Lau. "Developing Case-based Learning Activities Based on the Revised Bloom’s Taxonomy". In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3496.

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This study proposes the use of case study in teaching an undergraduate course of Introduction to Business Information Systems Development in class, based on the Revised Bloom’s Taxonomy. According to the Revised Bloom’s Taxonomy of cognitive skills, it includes six levels which are knowledge, comprehension, application, analysis, evaluation, and creation. The lower level of skill is required to be formed before progressing to the higher levels. Therefore, two lower levels of skills comprising knowledge and comprehension are inherent in the course before commencing a case study. In this study, learning activities associated with the Revised Taxonomy-based learning strategy are proposed to support the development of higher-level cognitive skills. The potential effects and benefits of these activities to teaching and learning will be discussed. A conceptual model and hypotheses will be recommended for future study.

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Yuan, Dongxun, Charles M. Henderson e Shuzhong Shen. "REVISED CLARKINA TAXONOMY BASED ON CONODONT SAMPLE-POPULATION APPROACH". In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-300957.

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Karásková, Taťána. "Application of revised Bloom´s taxonomy in the branch of Tourism". In 17. mezinárodní kolokvium o regionálních vědách. 17th International Colloquium on Regional sciences. Brno: Masaryk University Press, 2014. http://dx.doi.org/10.5817/cz.muni.p210-6840-2014-116.

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Alaoutinen, Satu, e Kari Smolander. "Student self-assessment in a programming course using bloom's revised taxonomy". In the fifteenth annual conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1822090.1822135.

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Subiyantoro, Eko, Ahmad Ashari e Suprapto. "Cognitive Classification Based on Revised Bloom’s Taxonomy Using Learning Vector Quantization". In 2020 International Conference on Computer Engineering, Network, and Intelligent Multimedia (CENIM). IEEE, 2020. http://dx.doi.org/10.1109/cenim51130.2020.9297879.

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Retno, Nengsih, Nurrahmah Arfatin e Alamsyah Nur. "The Effect of Revised Bloom’S Taxonomy on Mathematical Problem-Solving Skill". In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.31.

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Rapporti di organizzazioni sul tema "Revised taxonomy"

Callaham, Robert Z. Pinus ponderosa: a taxonomic review with five subspecies in the United States. Albany, CA: U.S. Department of Agriculture, Forest Service, Pacific Southwest Research Station, 2013. http://dx.doi.org/10.2737/psw-rp-264.

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Perry, Thelma J. A Synopsis of the Taxonomic Revisions in the Genus Ceratocystis Including a Review of Blue-Staining Species Associated with Dendroctonus Bark Beetles. New Orleans, LA: U.S. Department of Agriculture, Forest Service, Southern Forest Experiment Station, 1991. http://dx.doi.org/10.2737/so-gtr-086.

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