Literatura científica selecionada sobre o tema "Narrative evaluation study"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Narrative evaluation study".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Narrative evaluation study"
1
SHIRO, MARTHA. "Genre and evaluation in narrative development". Journal of Child Language 30, n.º 1 (fevereiro de 2003): 165–95. http://dx.doi.org/10.1017/s0305000902005500.
Texto completo da fonteResumo:
In this study I examine Venezuelan children's developing abilities to use evaluative language in fictional and personal narratives. The questions addressed are: (1) How does the use of evaluative language vary in fictional and personal narratives? (2) Is there a relationship between the use of evaluative language in these two narrative genres and children's age and socio-economic status (SES)? The sample consists of 444 narratives produced by 113 Venezuelan school-age children participating in 4 narrative tasks, in which personal and fictional stories were elicited. Findings suggest that age and socio-economic status have a greater impact on the use of evaluation in fictional stories than in personal narratives. Low SES and younger children are at a greater disadvantage when performing fictional narratives than when performing personal narratives. These results strongly imply that children's narrative competence cannot be assessed in a single story-telling task, given the importance that task-related factors seem to have on narrative abilities.
2
Gilbert, Kristin Enola. "Evaluating evaluation". Narrative Inquiry 28, n.º 1 (27 de setembro de 2018): 1–29. http://dx.doi.org/10.1075/ni.17005.gil.
Texto completo da fonteResumo:
Abstract This study examines a participant’s narrative in a focus group interview dealing with the evaluation of criminal justice policy – the impact of community policing training. However, rather than look at the narrative solely in the speech of the interviewee, I analyze the integration of speech and embodied conduct like gesture, gaze, and posture in the production and negotiation of professional identities. I demonstrate the applied merits of a multimodal approach to criminal justice evaluation in the mapping between denotational text and interactional positioning, a mapping that inheres in embodied stance and broader sociocultural context.
3
Kelly, Michael S., Christopher J. Mooney, Justin F. Rosati, Melanie K. Braun e Robert Thompson Stone. "Education Research: The Narrative Evaluation Quality Instrument". Neurology 94, n.º 2 (13 de janeiro de 2020): 91–95. http://dx.doi.org/10.1212/wnl.0000000000008794.
Texto completo da fonteResumo:
ObjectiveDetermining the quality of narrative evaluations to assess medical student neurology clerkship performance remains a challenge. This study sought to develop a tool to comprehensively and systematically assess quality of student narrative evaluations.MethodsThe Narrative Evaluation Quality Instrument (NEQI) was created to assess several components within clerkship narrative evaluations: performance domains, specificity, and usefulness to learner. In this retrospective study, 5 investigators scored 123 narrative evaluations using the NEQI. Inter-rater reliability was estimated by calculating interclass correlation coefficients (ICC) across 615 NEQI scores.ResultsThe average overall NEQI score was 6.4 (SD 2.9), with mean component arm scores of 2.6 for performance domains (SD 0.9), 1.8 for specificity (SD 1.1), and 2.0 for usefulness (SD 1.4). Each component arm exhibited moderate reliability: performance domains ICC 0.65 (95% confidence interval [CI] 0.58–0.72), specificity ICC 0.69 (95% CI 0.61–0.77), and usefulness ICC 0.73 (95% CI 0.66–0.80). Overall NEQI score exhibited good reliability (0.81; 95% CI 0.77–0.86).ConclusionThe NEQI is a novel, reliable tool to comprehensively assess the quality of narrative evaluation of neurology clerks and will enhance the study of interventions seeking to improve clerkship evaluation.
4
Trisnawati, Putri Laras, e Maya Tsuroya Alfadla. "Penerapan Self Help Menggunakan Ayat-ayat al-Qur’an (Studi Naratif Menghadapi Jatuh Cinta dan Patah Hati)". ISLAMIC COUNSELING Jurnal Bimbingan Konseling Islam 4, n.º 2 (30 de novembro de 2020): 191. http://dx.doi.org/10.29240/jbk.v4i2.1847.
Texto completo da fonteResumo:
Mental health is currently a growing issue in Indonesia. Mental health is a balanced state and the achievement of individual development tasks. Individuals who are facing poor mental health will develop self-narratives that tend to be destructive. Self-narrative is an individual's life story consisting of values, experiences and identities that are internalized into a belief and personality. Self-destructive narratives affect individual development. Problems that are closely related to depression experienced by individuals are falling in love and heartbreak. These problems provide stress effects to depression to individuals. Depression contributes the greatest value to suicide rates. The method used is qualitative research with narrative approach. The subject strengthens his inner values through the study of the verses of the Qur'an and self-evaluation in a series of self-help processes. Self help consists of the process of understanding the values of life in the verses of the Qur'an, evaluating relationships with the Almighty and preparing for the worst. The subject has a perspective and meaning related to falling in love and broken heart experienced and internalized into self-narration. Self-narration is developed based on the results of self-help that is done so that it can bring up new meanings in life.
5
Wright, Lyn. "Evaluating place in orientations of narratives of internal migration". Narrative Inquiry 28, n.º 1 (27 de setembro de 2018): 198–214. http://dx.doi.org/10.1075/ni.17034.wri.
Texto completo da fonteResumo:
Abstract This study examines the evaluation of place in orientation sequences of narratives of internal migration to the Southern United States. Unlike other narratives of displacement, narratives of internal migration foreground talk about the here and now in which tellers evaluate place as an important aspect of narrative meaning-making. The current study draws on five narratives of internal migration told during research interviews about growing up bilingual in the South to examine how the South (and other places) are evaluated by young bilingual adults in the region. This study demonstrates how evaluations of place provide a resource for constructing narrators’ authority, moral positions, and belonging in relation to two main stereotypical narratives of the South, i.e. as a racialized and racist place or as a moral and hospitable place. The study has implications for understanding the construction of place and self identity in narrative as well as processes of migration of immigrant families within the U.S.
6
Soe’oed, Rahmat, Noor Rachmawaty e Mohamad Huzzin As’ari. "Evaluation on the use of animated narrative video in teaching narrative text". SHS Web of Conferences 42 (2018): 00087. http://dx.doi.org/10.1051/shsconf/20184200087.
Texto completo da fonteResumo:
In the 21st century, our life is strongly affected by the information technology. Educational technology has been rapidly improved by the development of audiovisual tools. Teachers may choose a number of different types of resources for teaching purposes, including videos and movies. Therefore, this study is aimed at evaluating animated narrative videos from YouTube for the teaching narrative text and identifying potential factors which influence the quality of educational videos. The videos were examined by using assessment rubric to see the quality and suitability of animated narrative videos which might be used in the teaching narrative text. The rubric was adapted from Prince Edward Island (PEI) Department of Education: Evaluation and Selection of Learning Resources. It consists of four criteria, content, structure, instructional design, and technical design In addition, the study presents critical awareness of how these aspects can be interpreted to measure animated narrative videos and at the same time the engagement of the teachers in exploring animated narrative videos used in classroom.
7
Tsai, Wanyu, e Chien-ju Chang. "“But I first… and then he kept picking”". Narrative Inquiry 18, n.º 2 (12 de dezembro de 2008): 349–77. http://dx.doi.org/10.1075/ni.18.2.09tsa.
Texto completo da fonteResumo:
This study investigates the narrative skill of school-aged children with language impairment in Taiwan. Twelve children, 6 children with language impairment (LI) and 6 children with typical language development (TLD), aged from 8;0 to 9;5 participated in this study. They were asked to tell three personally experienced stories and the longest one was selected and coded along four dimensions, i.e., narrative structure, conjunction, referential strategies, and discourse context. The revision of the Chinese Narrative Assessment Profile (NAP) was also used to score children’s narrative performance. Results show that the children with LI had more difficulties in producing clear, coherent narratives. In comparison with the stories narrated by children with TLD, the stories produced by children with LI exhibited fewer narrative components, evaluation devices, and connectives, but more ambiguous referencing information was evident in their narratives. The narrative profile of each child with LI, however, varied. Limitations of this study and suggestions for further research on narrative skill in children with LI were provided.
8
Berman, Ruth A. "Narrative Competence and Storytelling Performance: How Children Tell Stories in Different Contexts". Journal of Narrative and Life History 5, n.º 4 (1 de janeiro de 1995): 285–313. http://dx.doi.org/10.1075/jnlh.5.4.01nar.
Texto completo da fonteResumo:
Abstract This study addresses some of the multiple factors that play a role in children's developing narrative abilities. It starts by reviewing approaches to narrative analysis that have had an impact on the study of children's narratives since the 1970s. Such analyses are reevaluated from a developmental perspective, based on crosslinguistic findings from picturebook narratives. The generality of these results is then examined by comparing narratives produced by children in different elicitation settings, based on findings from a large-scale Hebrew-language sample. Finally, an attempt is made to integrate these findings along different dimensions involved in developing narrative knowledge, as manifested by children at different phases of development: in recruiting linguistic forms for narrative functions, in combining foreground plotline events with affective evaluation and background circumstances, and in perceiving what it means to tell a story in task-appropriate ways. The development of narrative abilities is shown to yield a complex web of interrelations between abstract narrative competence and how this is realized in storytelling performance. (Linguistics)
9
Iqbal, Liaqat, Dr Ayaz Ahmad e Mr Irfan Ullah. "Narrative Style: A Sociolinguistic Analysis of Oral Personal Experience Narratives". sjesr 3, n.º 1 (19 de abril de 2020): 41–47. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(41-47).
Texto completo da fonteResumo:
Personal narrative, a very important subgenre of narratives, is usually developed in a particular style. To know its specificity, in this study, oral personal narratives have been analyzed. For this purpose, twenty oral narratives, collected from twenty students of BS English, have been analyzed. In order to understand the macrostructure, i.e., narrative categories, Labov’s (1972) model of sociolinguist features of narratives has been used. For the analysis of microstructures, Halliday’s and Hasan’s (1976) five key cohesive ties: references, conjunction, substitution, ellipses, and lexical ties have been used. It was found that with little variations, most of the personal experience oral narratives follow the Labov’s structure of narrative analysis, i.e., abstract, orientation, complicating actions, resolution, evaluation, and coda. Likewise, while doing microanalysis, it was found that the narratives were well-compact with the help of elements of cohesive ties. The study shows that oral personal experience narratives can have the same structure as those of written narratives.
10
Kühberger, Anton, Thomas Scherndl, Bastian Ludwig e Dominique M. Simon. "Comparative Evaluation of Narrative Reviews and Meta-Analyses". Zeitschrift für Psychologie 224, n.º 3 (julho de 2016): 145–56. http://dx.doi.org/10.1027/2151-2604/a000250.
Texto completo da fonteResumo:
Abstract. Summarizing and organizing research in narrative reviews is a classic procedure for cumulating research. In recent years narrative reviews have been increasingly, though not completely, replaced by meta-analyses. Using a case study of a prominent narrative review of the behavioral priming literature ( Bargh, Schwader, Hailey, Dyer, & Boothby, 2012 ), we show that narrative reviews run the risk of drawing a picture that tends to be too good to be true, when the effect-sizes of the papers cited in the narrative review are compared to meta-analyses of the respective topic. We shortly discuss the reasons for this, emphasizing two sources of bias that may inflict narrative reviews to a larger degree than meta-analyses, namely bias in study selection, and bias in study aggregation.
Teses / dissertações sobre o assunto "Narrative evaluation study"
1
Byrd, Dathan. "Improving the success of light armored vehicle drivers| A qualitative descriptive narrative study". Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258047.
Texto completo da fonteResumo:
This qualitative descriptive narrative research was the first known study to collect participants’ perceptions on the effectiveness of the Marine Corps’ Light Armored Vehicle driver training. The general problem was the Marine Corps’ vague guidance on curriculum development, instruction, and assessment for driver training of the Light armored Vehicle (LAV). Specifically, it is unknown how LAV drivers perceive the effectiveness of their driver training. The single research question for this study was what are the participants’ perceptions of the effectiveness of the Light Armored Vehicle Training Course’s driver curriculum? This study used a semi-structured interview format comprised of 10 open-ended questions to interview 20 former LAV drivers. Thematic coding discovered six themes: (1) heavy reliance on PowerPoint, (2) instructors rushing through the course, (3) low instructor motivation, (4) minimal driving time, (5) highly standardized instruction, and (6) the need for an extended course. Uncovered by participants, the findings of this research showed gaps in the LAVTC’s current education procedure, a heavy reliance on traditional learning methods, improper training emphasis, and instructor weaknesses. To ensure training and education standards are in keeping with the expectations of the United States Marine Corps. Participants’ observations, perceptions, and experiences are reference points to address the specific problem statement of this study, and to assist military educators and leaders in making measurable and pragmatic corrections to the LAVTC’s driver training.
2
Duke, Susan. "A narrative case study evaluation of the role of nurse consultant in palliative care". Thesis, University of Southampton, 2007. https://eprints.soton.ac.uk/58260/.
Texto completo da fonteResumo:
The role of Nurse Consultant was developed as part of government strategy to reform the National Health Service. This thesis is an evaluation of my practice in this ‘new’ role. The evaluation was undertaken in three phases. In the first phase, from an extensive qualitative data base collected from my day-to-day practice, I analysed and constructed four short stories of my practice. Told in poetic form, these short stories evocatively portray the difficulties faced in caring for people at the end of life in an acute hospital and illuminate key themes that shaped my experience in this ‘new role’. These were finding my place and being put in my place, the emotion inherent in my day-to-day practice, developing and enhancing palliative care practice, and brokering professional presence and hybridity. In the second phase, I analysed and evaluated the short stories to identify the values that influenced my nursing leadership and patient care. From these a theory of my practice was constituted. This theory was critically examined in the third phase of analysis. The theory emphasises the importance of leadership as a relational practice, through which patient care is enhanced. This practice is influenced by professional power interrelations, the meanings of palliative care within the acute Trust and the cultural divide between organisations, particularly between nursing and education and acute care and palliative care. The thesis concludes with reflections on the research process and the tension I experienced in researching my own practice in a culture where ‘evidence-based practice’ is the norm and empirical evidence is most valued. My understanding and theory of leadership portrayed in this thesis stems from a different tradition. Grounded in observation and reflection on practice, it provides a perspective on the role currently absent from the literature, especially in the field of palliative care.
3
Marjala, P. (Pauliina). "Työhyvinvoinnin kokemukset kertomuksellisina prosesseina–narratiivinen arviointitutkimus". Doctoral thesis, University of Oulu, 2009. http://urn.fi/urn:isbn:9789514290244.
Texto completo da fonteResumo:
Abstract To experientially understand the concept and phenomenon of well-being at work is a worthy and topical goal for both humanity and society. The main goal of this study is to add to the knowledge and understanding of well-being at work as an individually experienced and accounted phenomenon. This evaluation study which uses narrative approach seeks answers to questions 1) What is well-being at work in the narrations of the participants, aged 55 years and over, of this study, and 2) What are the Well-being profile processes qualities that enhance well-being at work. Well-being profile refers to the significance of a holistic activity plan for an individual’s well-being at work, which is evaluated in the thesis work. Data in this study was gathered in individual processes (n = 12) in 2004–2006 and the research methods used were diaries kept by the participants, and two interviews. For studying well-being in this thesis work, the researcher wanted to develop a new methodological and methodical narrative approach. Ontological and epistemological choices have been guided by the dialogic nature of the process and giving voice to the participants. Narrative method includes both interpretation of stories with thematic content analysis and interpretation of told stories. Results are presented as well-being and core stories on micro level, and as meta level research results on macro level. In the core stories it is demonstrated how storyline and time-related individual meanings are construed by narrative analysis. With thematic contents analysis of interpretations on meta level of research results well-being at work appeared in this study as individual, holistically experienced state of well-being. Continuously fluctuating bodily, situational and mental elements form the state of well-being at work. In this study, combined factors that form the phenomenon of well-being at work are commitment to work, holistic well-being, responsibility of oneself, dialogical communality, experienced challenge in work, personal and appreciative leadership, feelings of joy and success at work, feeling of doing a worthy job, customer service skills and fitting of personal needs into work description. Well-being profile process has given understanding, knowledge and peer support to that well-being at work is a broad-based story. It enables understanding how a person can contribute to it and well-being of work community can be enhanced. Well-being profile process shared meanings were described as functionality, expertness, wholeness, peer support in groups and support in change situations. To develop and appreciate the phenomenon of well-being at work, it is essential to hear and understand stories of people. From the view point of enhancing well-being at work, it is essential to perceive its’ individual and holistic character. Methodologically this study provides new kind of knowledge into the field of well-being at work researchTiivistelmä Työhyvinvoinnin ilmiön ja käsitteen kokemuksellinen ymmärtäminen on sekä yhteiskunnallisesti että inhimillisesti merkittävä ja ajankohtainen päämäärä. Tämän tutkimuksen päätavoitteena on ymmärryksen ja tiedon kasvattaminen työhyvinvoinnista yksilöllisesti koettuna ja kerrottuna ilmiönä. Lähestymistavaltaan narratiivisella arviointitutkimuksella haetaan vastauksia seuraaviin kysymyksiin: 1) Mitä työhyvinvointi ilmiönä on tähän tutkimukseen osallistuvien yli 55-vuotiaiden ihmisten kertomana ja 2) Mitkä ovat Hyvinvointiprofiili-prosessin työhyvinvointia edistävät merkitykset. Hyvinvointiprofiili-prosessilla tarkoitetaan väitöskirjassa arvioidun hyvinvointia edistävän kokonaisvaltaisen toimintamuodon merkitystä yksilön työhyvinvoinnille. Tutkimuksen aineisto on kerätty yksilöllisinä prosesseina (N = 12) vuosina 2004–2006 ja tiedonhankinnan tapoina ovat tutkimukseen osallistuvien ihmisten pitämät päiväkirjat sekä kaksi aktiivihaastattelua. Tässä tutkimuksessa työhyvinvoinnin tutkimiseen haluttiin kehittää uudenlainen metodologinen ja metodinen narratiivinen lähestymistapa. Ontologisia ja epistemologisia ratkaisuja ovat ohjanneet prosessimaisuus, dialogisuus ja äänen antaminen tutkimukseen osallistuville ihmisille. Narratiivinen metodi sisältää sekä kertomusten tulkintaa temaattisella sisältöjen luvulla että kertomuksellista tulkintaa. Tutkimustulokset tuodaan esille mikrotasolla työhyvinvointi- ja ydintarinoina sekä makrotasolla metatason tutkimustuloksina. Ydintarinoissa osoitetaan kertomuksellisen tulkinnan kautta rakentuvan juonen ja ajallisuuden henkilökohtaisten merkitysten rakentuminen. Kertomusten tulkinnan temaattisella sisältöjen luvulla metatason tutkimustuloksissa työhyvinvointi ilmiönä hahmottui tässä tutkimuksessa yksilöllisenä, kokonaisvaltaisesti koettuna hyvinvoinnin tilana. Työhyvinvoinnin tilan muodostavat jatkuvasti liikkeessä olevat tajunnalliset, situationaaliset ja keholliset tekijät. Tässä tutkimuksessa yhteiset kerrotut työhyvinvoinnin ilmiön muodostavat tekijät ovat seuraavat: työsitoutuneisuus, kokonaiselämän hyvinvointi, vastuullisuus itsestä, dialoginen yhteisöllisyys, koettu työn haasteellisuus, yksilöllinen ja arvostava esimiestyö, ilon ja onnistumisen kokemukset työssä, tunne arvostettavan työn tekemisestä, osaaminen asiakastyössä ja yksilöllisten tarpeiden huomiointi työnkuvassa. Hyvinvointiprofiili-prosessi on antanut ymmärrystä, tietoa ja vertaistukea siihen, että ihmisen työhyvinvointi on laaja-alainen tarina. Sen mukaan on mahdollista hahmottaa se, kuinka monin tavoin siihen voi sekä itse vaikuttaa että edistää työyhteisön työhyvinvointia. Hyvinvointiprofiili-prosessin yhteiset merkitykset työhyvinvoinnille kerrottiin tässä tutkimuksessa toiminnallisuudeksi, asiantuntijuudeksi, kokonaisvaltaisuudeksi, ryhmien vertaistueksi ja tueksi muutostilanteissa. Ihmisten kertomusten kuunteleminen ja ymmärtäminen on työhyvinvoinnin ilmiön ymmärtämisessä ja kehittämisessä tärkeää. Työhyvinvoinnin edistämisen kannalta on keskeistä havaita työhyvinvoinnin yksilöllisyys ja kokonaisvaltaisuus. Menetelmällisesti tämä tutkimus tuottaa uudenlaista tietoa työhyvinvoinnin tutkimisen kenttään
4
Waghid, Faiq. "Technology and professional development towards critical teaching and learning : a narrative account". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6732.
Texto completo da fonteResumo:
Thesis (MEd)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This thesis explores the use of educational technologies in grades 10 to 12 life sciences classrooms at a local high school. I argue that the application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development. By reflecting on my own professional development as a science teacher over the past three years (2008-2010), I show that the use of educational technologies cultivates moments of critical pedagogy that link strongly with reflective teaching, critical thinking and transformative learning. Drawing on two intertwined narratives, I show how educational technologies can enhance reflective teaching whereby, firstly, teachers can take seriously theories and expertise in their practices; secondly, organise their classrooms so as to facilitate critical learning; and, thirdly, take up broader institutional and social issues. In addition, I show that the use of educational technologies opens up pedagogical spaces for critical thinking and transformative learning – that is, whereby learners learn creatively, actively, engagingly and reflecting on their own practices.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die gebruik van onderwystegnologie in grade 10 tot 12 lewenswetenskapklaskamers by ʼn plaaslike hoërskool. Ek argumenteer dat die toepassing van onderwystegnologie in wetenskapklaskamers die potensiaal het om kritiese onderrig en leer teweeg te bring, en ʼn bydrae tot professionele ontwikkeling te maak. Deur te reflekteer op my eie professionele ontwikkeling as ʼn wetenskaponderwyser oor die afgelope drie jaar (2008-2010), dui ek aan hoedat die gebruik van onderwystegnologie krities pedagogiese oomblikke kultiveer wat sterk aanklank vind by reflektiewe onderrig, kritiese denke en transformatiewe leer. Met betrekking tot twee narratiewe dui ek aan hoedat onderwystegnologie reflektiewe onderrig kan bevorder deurdat, eerstens, onderwysers teorieë en kundighede in hulle gebruike ernstig opneem; tweedens, klaskamers organiseer om kritiese leer te fasiliteer; en derdens, breër institusionele en sosiale kwessies aanspreek. Daarenbowe dui ek aan hoedat onderwystegnologie ook pedagogiese ruimtes vir kritiese denke en transformatiewe leer bied – dit is, waarby leerders kreatief, aktief en betrokke is, en op hulle eie praktyke reflekteer.
5
Goetz, William Clark. "THE USE OF A NARRATIVE SIMULATION IN RURAL RESIDENTIAL FIRE PREVENTION: A PRELIMINARY STUDY OF CHANGES IN BEHAVIORAL INTENTION". UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/5.
Texto completo da fonteResumo:
Rural Kentucky residents suffer twice as many fire residential deaths than the national average. Fire prevention programs are primarily aimed at elementary school children however these children do not make the decisions nor take the precautions necessary to alter these conditions; their adult parents do. There is little research into the development of fire safety instructional interventions that need to reach these rural at-risk adults. In this study, a well-designed story simulation Uncle Charlie’s Christmas was developed to provide an instructional intervention to prevent injury and fatality from rural residential fires.An intervention-control repeated measure research design was conducted to investigate participants’: (1) exposure to fire hazard risk, (2) the knowledge of risks and (3) safe practices in the event of a fire and also (4) participants’ behavioral intentions to make changes to prevent fire through hazard reduction and to understand decision making in the event of a fire.The Uncle Charlie’s Christmas narrative simulation instructional materials were effective at engaging participants in decision- making situations they might encounter in an actual fire emergency situation. Participants’ responses to the simulation demonstrated knowledge of hazards, however, a sub-group of responses did reveal many ‘bad’ decisions (resulting in failure to exit or other unsafe practices) during the use of the simulation. The Thinking Talking and Acting (TTAS) proxy measure of behavioral intention had high internal reliability at a .93 Chronbach Alpha, demonstrating the utility of the measure for future research. A limitation was a low participation rate (n=52), requiring Wilcoxon non-parametric analyses. There were no significant differences between the intervention and control groups on the pre-post TTAS behavioral change proxy measure. There were significant pre-post (2 week) differences within the intervention group when the Thinking, Talking and Acting scales scores were analyzed. These trends suggest that further research with a robust sample size is needed for a generalizable assessment of the effectiveness of the narrative simulation instructional materials. Low literacy levels of participants suggest alternative audio formats may also improve utility of the instructional approach in real-world community settings to reach those at risk of exposure to rural residential fire hazards.
6
Kangas, Jussi. "An iterative design process for visualizing historical air temperature recordings effectively in a single display : A user study on narrative visualizations of geospatial time-dependent data". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300659.
Texto completo da fonteResumo:
How to represent data visually in an intuitive and effective way for gaining quick insights is something that the field of visualization deals with. Effective in this context means that a visualization can be understood accurately or rapidly by the viewer. However, how to visualize geospatial time series data effectively is challenging. The challenge consists of how to visualize geospatial time-dependent data in a single view that can provide both an effective overview and details of the data set. With three or more data dimensions the available coding options grows; hence, the challenge consists in combining several visual coding and viewing options into a single effective view. This thesis investigated visualization guidelines that should promote effectivness for a visualization of geospatial time-dependent data. Furthermore, in this project the data set consisted of historical air temperature measurements in Sweden, which has both geospatial and time-dependent features. The guidelines where used in an iterative design process to redesign an existing geospatial time series visualization. The goal of the redesign was to increase the effectiveness of the existing visualization. An alternative visualization was created and compared to the original visualization in a user study. The results indicate that these users experienced the alternative visualization as more effective than the original. However, the performance of the participants on four tasks indicates that the alternative visualization is not more effective. Furthermore, compared to related work the alternative visualization is not more effective. In conclusion, the alternative visualization is harder to learn than the original which may have an effect on the user’s performance. However, once the visualization is learned, then it may be more effective than the original visualization. Additionally, the use of guidelines was helpful in the design process but, in this case, did not guarantee an effective visualization.Hur data bör representeras visuellt på ett intuitivt och effektivt sätt undersöks i det vetenskapliga fältet om visualiseringar. Vidare är det utmanande hur geografiska tidsserier ska visualiserar. Utmaningen består i hur en enda visualiserings vy ska skapas som både kan ge en överblick över data och detaljer om specifika data punkter. Anledning till att detta är utmanande är att med fler data dimensioner blir även de möjliga visuella kodnings möjligheterna flera. Därför består utmaningen i hur olika visuella kodningssätt och vyer ska kombineras i en enda vy effektivt. För att designa en effektiv vy undersöktes olika designriktlinjer kopplade till effektivitet. Dessa riktlinjer användes sedan för att designa om en existerande geografisk tidsserie visualisering in en iterativ designprocess. Data som visualiserades var historiska lufttemperaturmätningar i Sverige, en datamängd med både geografiska och tidsberoende komponenter. Den skapade alternativa visualiseringen jämfördes med originalet med hänsyn till effektivitet i en användarstudie. Resultaten tyder på att användarna uppfattar den alternativa visualiseringen som mer effektiv än originalet. Men prestations resultatet på fyra uppgifter tyder inte på att den alternativa visualiseringen skulle vara effektivare. Vidare, jämfört med relaterade arbeten är inte den alternative visualiseringen mer effektiv. Sammanfattningsvis är den alternativa visualiseringen svårare att lära sig än originalet, vilken kan påverka användarnas prestation. Men när användarna lärt sig att använda den alternativa visualiseringen, kan den alternativa vara effektivare att använda än originalet. Vidare är designriktlinjerna användbara i en designprocess men, ingen garanti för en effektiv visualisering i detta fall.
7
Pratt, Daniel E. "A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program". ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2429.
Texto completo da fonteResumo:
This dissertation will examine the efficacy of peer-led team learning (PLTL) in a humanities and social sciences program, at a midsize Texas university. It will be conducted exclusively within the College of Humanities and Social Sciences (CHSS), and the academic subjects to be evaluated include English, history, and philosophy. Its primary function is to disclose whether or not PLTL facilitates in student participants improvement in critical thinking skill acquisition and deeper process content knowledge. Of primary interest in this qualitative, narrative case study is deducing how breakout sessions – supplementary meetings led by student participants, in the absence of instructors, designed to enhance classroom instruction – aid in concept synthesis and retention. Of equal importance is evaluating how the implementation of a PLTL instructional framework cultivates in its participants the acuity necessary to demonstrate that positive learning outcomes are occurring, or have the potential to occur; thereafter, collected data, in the form of participant and instructor narratives derived from questionnaires, interviews, researcher observations, writing samples, and essay-based examinations will support or refute whether improvement in critical thinking skill acquisition and deeper process content knowledge is evident in student participants.
Keywords: Peer-led Team Learning (PLTL), Critical Thinking Skill Acquisition, Deeper Process Content Knowledge, Positive Learning Outcomes, Humanities and Social Sciences, Qualitative, Narrative, Case Study
8
Lunga, Carolyne Mande. "Perceptions of being a learner: an investigation into how first year Journalism students at a South African university construct themselves as learners". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020026.
Texto completo da fonteResumo:
The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.
9
Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts". Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.
Texto completo da fonteResumo:
Thesis (Ph.D.)--Cleveland State University, 2009.Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.
10
Eva, Gail E. "Spinal cord compression secondary to cancer : disability and rehabilitation". Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/245.
Texto completo da fonteResumo:
Introduction This thesis describes a research study designed to examine the consequences of disability arising out of spinal cord compression secondary to cancer, and to examine the rehabilitation services available to patients. Research aims and questions The study was intended to achieve the following: 1. To ascertain what might constitute effective rehabilitation interventions for patients with metastatic spinal cord compression. 2. To identify the conditions in which these intervention might be delivered. 3. To ground proposals in spinal cord compression patients’ experience of disability. The following research questions were posed: 1. What are the consequences of disability for patients with metastatic spinal cord compression? 2. What strategies do patients themselves use to manage disability? 3. What do health care staff, particularly rehabilitation professionals, understand to be the consequences of disability for this patient group, and correspondingly, what are their views on the significance and provision of rehabilitation? 4. To what extent is rehabilitation being provided to these patients, and with what effect? 5. Where rehabilitation is not being provided, why is this the case? Study design The study had two components: • A series of nine in-depth interview-based case studies, which involved talking to patients about their experiences of living with spinal cord compression, as well as gaining the perspectives of family members and the health professionals who provided care and services. • A retrospective audit of the medical records of 73 spinal cord compression patients admitted to a radiotherapy in-patient unit (the Frank Ellis Unit at the Churchill Hospital in Oxford) over a two year period (July 2003 – June 2005), identifying disability-related problems and the measures taken to address them. This was a Phase I modelling study in terms of the Medical Research Council’s framework for evaluating complex interventions, with Pawson and Tilley’s (1997) Context-Mechanism-Outcome configuration adopted as a conceptual basis for data collection. Within-case analysis was informed by George and Bennett’s (2004) account of process tracing, and between-case analysis was modelled on the constant comparative method of Glaser and Strauss (1967) with an analysis of narrative as a variation on that theme. Results Disability is a serious problem for patients with spinal cord compression, but it is one problem among many others, not the least of which are the physical and emotional consequences of life-threatening illness. In response to disability, patients ‘twin-track’ their attitudes to it, acknowledging but also resisting the idea of themselves as disabled, and adopting a series of psychological devices to manage the tension. In effect, patients recognise that something significant has changed and that, as a consequence, new self-management skills must be learned, functional boundaries must be explored, useful information must be sought. At the same time, they display a determination to hold on to an established identity, associated with a sense of normality. This identity embraces the idea of competence and resourcefulness, the events, activities and pleasures that one looks forward to, and the wish to avoid burdening others. It is not a ‘disabled’ identity. To some extent, these two attitudes are in tension, as one acknowledges disability while the other, implicitly or explicitly, resists it. Consequently, patients try to find ways of resolving this tension, by ‘revising downwards’ their expectations, by constantly deferring the anticipated pleasures, and by avoiding situations in which their abilities might be put to the test, or the sense of normality be disconfirmed. Health care professionals are likely to construe the patient’s response as indicative of a certain type of character – ‘realistic’ on one hand, and ‘unrealistic’ on the other. They do not see ‘acknowledging / not acknowledging’ as twin facets of a complex response to circumstances, or as something which every patient engages in to one degree or another. Patients are motivated not to recognise rehabilitation as something they need, a view which is confirmed by the cursory form of rehabilitation experienced in hospital, and by the marginal significance attributed to it by nursing and medical staff. On discharge, hospital staff assume that rehabilitation needs will be identified in the community, although the way in which community rehabilitation services are organised virtually guarantees that this will not happen, unless a specific referral is made (as it is in only 5% of cases). The patient, meanwhile, remains unaware of the potential value of rehabilitation, and has no incentive to request rehabilitation if no-one offers it. They are consequently unprepared for life post-discharge, and assume that they (and their families) must manage on their own. Conclusions Like the patients, health care professionals may have to ‘twin-track’ if they are to provide rehabilitation in a way that is acceptable to patients with metastatic spinal cord compression. Instead of categorising patients as ‘realistic’ or ‘unrealistic’, they should work towards sustaining patients’ ‘positive illusions’, while at the same time taking whatever opportunities arise to enhance the patient’s day-to-day ability to function in a ‘safe’ space. This entails revising some deeply entrenched ideas about working with patients who have a disability: patient-centredness, the importance of goal setting, and the need for adjustment.
Livros sobre o assunto "Narrative evaluation study"
1
Jeff, Wilkinson, ed. Reading children's writing: A linguistic view. London: Allen & Unwin, 1986.
Encontre o texto completo da fonte
2
Brown, Richard. Towards Independence Narrative Recounts Evaluation Pack. Cambridge University Press, 1999.
Encontre o texto completo da fonte
3
Gavigan, William L. Evaluation of genre-based grade 9 narrative writing. 1999.
Encontre o texto completo da fonte
4
Institute of Health Systems (Hyderabad, India), ed. Assessing the need for & designing an accreditation system: A case study of Andhra Pradesh : periodic narrative report. Hyderabad: Institute of Health Systems, 1996.
Encontre o texto completo da fonte
5
Fisher, Scott Michael. Concurrent and predictive validity of the sentence verification technique using narrative and expository text with Hispanic students. 1993.
Encontre o texto completo da fonte
6
Janice, Smolowitz, Honig Judy e Reinisch Courtney, eds. Writing DNP clinical case narratives: Demonstrating and evaluating competency in comprehensive care. New York, NY: Springer Pub. Co., 2010.
Encontre o texto completo da fonte
7
Pooler, Mhairi. Writing Life: Early Twentieth-Century Autobiographies of the Artist-Hero. Liverpool University Press, 2015. http://dx.doi.org/10.3828/liverpool/9781781381977.001.0001.
Texto completo da fonteResumo:
Writing Life offers a revisionary exploration of the relationship between an author’s life and art. By examining the self-representation of authors across the schism between Victorianism and Modernism via the First World War, this study offers a new way of evaluating biographical context and experience in the individual creative process at a critical point in world and literary history. Writing Life is also the story of four literarily and personally interconnected writers – Edmund Gosse, Henry James, Siegfried Sassoon and Dorothy Richardson – and how and why they variously adapted the model of the German Romantic Künstlerroman, or artist narrative, for their autobiographical writing, reimagining themselves as artist-heroes. By appropriating key features of the genre to underpin their autobiographical narratives, Writing Life examines how these writers achieve a form of life-writing that is equally a life story, artist’s manifesto, aesthetic treatise and modern autobiographical Künstlerroman. Pooler argues that by casting their autobiographical selves in this role, Gosse, James, Sassoon and Richardson shift the focus of their life-stories towards art and its production and interpretation, each one conducting a Romantic-style conversation about literature through literature as a means of reconfirming the role of the artist in the face of shifting values and the cataclysm of the Great War.
8
Young, B. W. Theology in the Church of England. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199644636.003.0021.
Texto completo da fonteResumo:
The dismissive characterization of Anglican divinity between 1688 and 1800 as defensive and rationalistic, made by Mark Pattison and Leslie Stephen, has proved more enduring than most other aspects of a Victorian critique of the eighteenth-century Church of England. By directly addressing the analytical narratives offered by Pattison and Stephen, this chapter offers a comprehensive re-evaluation of this neglected period in the history of English theology. The chapter explores the many contributions to patristic study, ecclesiastical history, and doctrinal controversy made by theologians with a once deservedly international reputation: William Cave, Richard Bentley, William Law, William Warburton, Joseph Butler, George Berkeley, and William Paley were vitalizing influences on Anglican theology, all of whom were systematically depreciated by their agnostic Victorian successors. This chapter offers a revisionist account of the many achievements in eighteenth-century Anglican divinity.
9
Joas, Hans. The Power of the Sacred. Traduzido por Alex Skinner. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190933272.001.0001.
Texto completo da fonteResumo:
“Disenchantment” is a key term in the self-understanding of modernity. But what exactly does this concept mean? What was its original meaning when Max Weber introduced it? And can the conventional meaning or Max Weber’s view really be defended, given the present state of knowledge about the history of religion? This book attempts to divest this concept of its enduring enchantment. The first chapters of the book deal with three empirical disciplines—history, psychology, and sociology of religion—to develop an understanding of religion that then lays the groundwork for chapter 4, which amounts to the most thorough study ever undertaken of Weber’s views on disenchantment. It turns out that Weber’s use of this term was highly ambiguous and that his grand narrative leading from the prophets of ancient Judaism to the crisis of meaning on the eve of World War I collapses when we recognize this ambiguity. This makes it possible to construct an alternative that takes into account the dynamics of ever new sacralizations, their normative evaluation in light of a universalist morality, and the dangers of the misuse of religion in connection with the formation of power. This book constitutes a challenge—for believers and nonbelievers alike.
10
Narrating Their Lives: Examining English Language Teachers' Professional Identities within the Classroom. University of Michigan Press ELT, 2013.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Narrative evaluation study"
1
Di Fabio, Annamaria, e Maureen E. Kenny. "Life Meaning Intervention: A Case Study on an Italian Worker Using LAQuA and CCIO as Qualitative Evaluation Instruments". In Narrative Interventions in Post-modern Guidance and Career Counseling, 181–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98300-4_10.
Texto completo da fonte
2
Bucci, Ornella, Allison Creed e Annamaria Di Fabio. "Career Interest Profile (CIP) as a Life Design Counseling Intervention: A Case Study on an Italian PhD Student Using Both FCA and LAQuA as Qualitative Evaluation Tools". In Narrative Interventions in Post-modern Guidance and Career Counseling, 143–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98300-4_8.
Texto completo da fonte
3
Drabik-Podgórna, Violetta, Marek Podgórny e Annamaria Di Fabio. "Constructing My Future Purposeful Life as a New Life Construction Dialogue Intervention: A Case Study on an Italian Worker Using Comparatively FCA, LAQuA, and CCIO as Qualitative Evaluation Instruments". In Narrative Interventions in Post-modern Guidance and Career Counseling, 211–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98300-4_12.
Texto completo da fonte
4
Bahamón, Julio César, e R. Michael Young. "A Formative Study Evaluating the Perception of Personality Traits for Planning-Based Narrative Generation". In Interactive Storytelling, 123–35. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48279-8_11.
Texto completo da fonte
5
Lin, Chia-An, Yen-Liang Lin e Pei-Shan Tsai. "Assessing Foreign Language Narrative Writing Through Automated Writing Evaluation". In ICT-Based Assessment, Methods, and Programs in Tertiary Education, 100–119. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3062-7.ch006.
Texto completo da fonteResumo:
Automated writing evaluation (AWE) has become increasingly popular in the assessment of writing. The study in this chapter examines the extent to which EFL learners' overall narrative writing performance improves through the AWE feedback system (i.e., Pigai). Eighteen university participants were required to write one paragraph narratives on the web-based Pigai system every week over the course of a month. Findings show a significant improvement in overall scores between the first and last writing task. The analysis of lexical profile further shows a significant improvement in lexical richness, clause density, and paragraph length between the first and last narrative task. The study also reported that the primary error types that occurred in learner narrative writing were lexical, mechanical, and syntactic errors. Results of post-writing interviews also showed a positive attitude towards Pigai. Finally, a positive correlation was observed between automated Pigai scores and human rating scores, supporting the reliability of the AWE system.
6
Johnson, Deborah J., Barbara Thelamour, Sudha Sankar e Radosveta Dimitrova. "Reframing the Narrative". In Roma Minority Youth Across Cultural Contexts, 109–32. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190654061.003.0007.
Texto completo da fonteResumo:
The authors apply a positive youth development (PYD) approach to examine self-descriptors of Roma adolescents in domains of positive self-appraisal, self-knowledge and goals, and positive interpersonal relationships. They first quantitatively explore the relationships among self-esteem, ethnic identity, and self-description domains, then use qualitative content analysis to explore youths’ sense of self across domains including future orientations, relationships, and personal characteristics. Intragroup comparisons of self-esteem revealed more positive, less critical self-references among youth with high self-esteem. Additionally, youth with higher ethnic identity scores invoked more descriptors that involved culture or group differences. Despite experiences of isolation and negative self-evaluation, self-descriptors also depicted a deep sense of family closeness and meaningful friendships with peers. The conclusions of this study underscore the existence of positive self-systems among Roma youth despite complex life challenges.
7
Yılmaz, Recep, Ali Çakır e Filiz Resuloğlu. "Historical Transformation of the Advertising Narration in Turkey". In Advances in Marketing, Customer Relationship Management, and E-Services, 133–52. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2373-4.ch008.
Texto completo da fonteResumo:
The aim of this study is to examine transformation process of the advertising narration in Turkey. For this purpose, the chapter is divided two parts: In the first part of the study, the components of the advertising narration are defined in order to form a set of concepts. Basic concepts of narratology such as narration, focalization, narrative situations, narrative time, tenses, moods, narrative styles, fictional space, chronotopes, characters and discourse are defined and how they are confronted in advertising narration is shown. In the second part of the study, advertising narration in Turkey is divided into periods in parallel with the historical, social and technological developments and the transformation of the advertising narration within these periods is clarified. It has been examined between 1840-2017 years, and the transformation of advertising narration components has been disclosed during periods. The study is concluded with an evaluation on the future of advertising and the advertising narration in Turkey.
8
Yılmaz, Recep, Ali Çakır e Filiz Resuloğlu. "Historical Transformation of the Advertising Narration in Turkey". In Brand Culture and Identity, 1380–99. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7116-2.ch074.
Texto completo da fonteResumo:
The aim of this study is to examine transformation process of the advertising narration in Turkey. For this purpose, the chapter is divided two parts: In the first part of the study, the components of the advertising narration are defined in order to form a set of concepts. Basic concepts of narratology such as narration, focalization, narrative situations, narrative time, tenses, moods, narrative styles, fictional space, chronotopes, characters and discourse are defined and how they are confronted in advertising narration is shown. In the second part of the study, advertising narration in Turkey is divided into periods in parallel with the historical, social and technological developments and the transformation of the advertising narration within these periods is clarified. It has been examined between 1840-2017 years, and the transformation of advertising narration components has been disclosed during periods. The study is concluded with an evaluation on the future of advertising and the advertising narration in Turkey.
9
Özer, Deniz. "Narrative Distance in Advertising Texts". In Advances in Marketing, Customer Relationship Management, and E-Services, 50–56. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9790-2.ch005.
Texto completo da fonteResumo:
One of the concepts that Genette discusses in the narrative discourse involves the evaluation of the distance between the narrator and the story. The narrative is at every moment of life and bears the resolver information for understanding the message. The distance determines the degree of accuracy and the accuracy of the transmitted information in a narrative. There are four types of discourse at the distance of the narrative and these represent the distance that the narrator takes depending on the text. In this study, the use of narrative distance concept in advertising texts is discussed. In this context, the study evaluates how narrative distance is used in advertising as a narrative form. The aim of the study is to examine the place of narrative distance concept which is used as a method of expression in advertisements. In the study, the applications of narrative and distance structuring in advertising texts were mentioned and examined through advertisement films taken as samples.
10
Quimbaya, Alexandra Pomares, María Patricia Amórtegui, Rafael A. González, Oscar Muñoz, Wilson Ricardo Bohórquez, Olga Milena García e Melany Montagut Ascanio. "A System for the Semi-Automatic Evaluation of Clinical Practice Guideline Indicators". In E-Health and Telemedicine, 663–73. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8756-1.ch033.
Texto completo da fonteResumo:
This paper presents EXEMED v2, a system that allows the evaluation of clinical practice guideline indicators. EXEMED v2 includes a knowledge base that supports the definition of executable rules applied over Electronic Health Records (EHR) in order to measure its compliance with a specific clinical guideline. Taking into account that an EHR may include structured attributes and narrative text attributes, EXEMED v2 analyzes both types. The process of evaluation in EXEMED v2 is to define the rules; once the rules are defined EXEMED v2 extracts from the EHR the facts that allow evaluating whether each one of them was accomplished or not. This evaluation includes different levels of certainty, allowing in some cases the interaction of a human evaluator to confirm (or not) automatic evaluation decisions. The functionality of EXEMED v2 was validated applying it in a case study of Acute Myocardial Infarction.
Trabalhos de conferências sobre o assunto "Narrative evaluation study"
1
Wang, Tong, Ping Chen e Boyang Li. "Predicting the Quality of Short Narratives from Social Media". In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/539.
Texto completo da fonteResumo:
An important and difficult challenge in building computational models for narratives is the automatic evaluation of narrative quality. Quality evaluation connects narrative understanding and generation as generation systems need to evaluate their own products. To circumvent difficulties in acquiring annotations, we employ upvotes in social media as an approximate measure for story quality. We collected 54,484 answers from a crowd-powered question-and-answer website, Quora, and then used active learning to build a classifier that labeled 28,320 answers as stories. To predict the number of upvotes without the use of social network features, we create neural networks that model textual regions and the interdependence among regions, which serve as strong benchmarks for future research. To our best knowledge, this is the first large-scale study for automatic evaluation of narrative quality.
2
Hellen O. da Silva, Thiago, Lavínia Matoso Freitas, Marília Soares Mendes e Elizabeth Sucupira Furtado. "Textual evaluation vs. User testing: a comparative analysis". In X Workshop sobre Aspectos da Interação Humano-Computador na Web Social. Sociedade Brasileira de Computação (SBC), 2019. http://dx.doi.org/10.5753/waihcws.2019.7673.
Texto completo da fonteResumo:
One of the ways to evaluate a system is from Textual Evaluation. This type of evaluation consider the textual user’s opinions to infer aspects of the interaction with the system. Although this method covers many texts and consi- ders spontaneous narratives of the users, it takes a lot of time and effort. Some authors have reported on the need to compare evaluations techniques in order to investigate their effectiveness in revealing issue or to supplement the results of a systems assessment. This study presents a comparative analysis between the textual evaluation and user testing. A case study was performed evaluating the usability and user experience of a health app. As a result, the techniques were analyzed based on aspects that involved describing the results, resources needed and description of problems and users.
3
Falcón Linares, Carolina. "WHAT DOES A STUDENT OF A TEACHING DEGREE LEARN APART FROM SUBJECTS?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end135.
Texto completo da fonteResumo:
Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teaching Degrees in Saragossa (Spain). Learning goals and evaluation are maintained, but teacher-student and peer communication styles are modified. The key to the new methodology is to strengthen the personal and professional narrative in coherence with the subjects. It is a priority that students feel synergies between what they learn, their vicarious knowledge, their emotional memory and the vocation for teaching. After each semester, discussion groups have been held, obtaining 14 hours of video recording, with the oral narrative data of 215 students divided into groups of 5. Three emerging categories have been obtained (professional vision, professional development and appreciation of teaching action), and nine subcategories have been defined on a second phase of the analysis. During university education, there are memorable teachers who motivate action and career leadership, others who go unnoticed, and some who perform a negative influence. The reason is, first, in the unconscious inference of their pedagogical models; and second, in the feelings that have emerged during the time shared with them.
4
Ramboarisata, Lovasoa, e Linda Ben Fekih Aissi. "Perceptions of organizational injustice in French business schools". In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11277.
Texto completo da fonteResumo:
Whereas the institutional drivers of the accountability discourse and the apparatus of performance evaluation accompanying such a discourse in the neoliberal university are well documented, their implications at the individual level have received lesser interest. Our paper suggests that more attention be paid to the voices and the experiences of the “governed”. It accounts of the unfairness of the accountability regime in higher education, and more specifically in business schools, as it is perceived by scholars in France. Using insights from the institutional complexity (IC) and organizational justice (OJ) literatures, as well as an empirical analysis of the French business scholars’take on their changing work context and the metrics against which their performance is assessed, our study extends the understanding of the implications of organizations’ rewards, incentives, performance control and evaluation practices for OJ. Moreover, it deconstructs the narrative of the accountability regime by reminding that institutional complexity leaves very little room for many scholars to be star researchers, excellent program managers, innovative and inclusive pedagogues as well as impactful public servants at the same time without hindering other academic missions they value (disinterested collegiality, care, social inclusion), their quality of life, family, and or health.
5
Ovodova, Svetlana. "Representation of Cultural Traumas in Contemporary Public Discourse: “New Frankness” of Meta-Modernism". In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-04.
Texto completo da fonteResumo:
The prerequisites for this study are criticism of postmodernism by theorists and philosophers of culture, and the actualisation of metamodernism as one of the most popular theories of postmodernism. The relevance of the study is determined by the appearance of a ‘new sensitivity’ having arisen from geopolitical events of the 2000s. Metamodernism theory authors declare the new structure of sensation to be different from the dominants of postmodernism and modernism. The article describes the transformation of the representation of cultural traumas in public discourse with the consideration of ideas of metamodernism and a new frankness. The article covers the methodological capabilities for using postmodernism and metamodernism discourses for analysing the principles of representation of cultural trauma within public discourse. Distinguishing features of new frankness are highlighted. Immortal Regiment action is analysed as an example of actualisation of personal experience and family history in public discourse. The concept of ‘new frankness’ increases the role and significance of the witness. The examples of works of contemporary mass culture and media resources are used to trace the actualisation of the witness’s narrative of cultural trauma. Warmth, depth, and affect, characteristic of metamodernism, actualise the demand for plausibility and personal experience of an event. An indirect effect of these hypotheses consists in that narratives on cultural trauma are multivariate as manifested in criticism of the conventional image of a historic event. Re-evaluating historical events from different points of view triggers mechanisms of latent trauma, potentially making almost any historical event a cultural trauma. The study resulted in the revelation of accentuation of sensitivity in narratives of cultural traumas, as opposed to manners prevailing in modernism and postmodernism discourses, i.e. practices of stigmatisation, suppression, and the commodification of cultural traumas.
6
Scholz, Bernd, Ismir Pekmic, Syed S. Ahmad e Aaron Reinholz. "Tape Peel Testing as a Simple Method to Evaluate Interfacial Adhesion of Sputtered Thin Layers of Various Metals". In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40854.
Texto completo da fonteResumo:
The quality and reliability of electronic systems depend on the integrity of interfacial adhesion. Adhesion is critical at all electronics assembly levels. Material layers on a chip, package and system need to have excellent adhesion to each other. Thin films are an integral part of chip devices and also are necessary at other levels of electronic systems. The quality and reliability of their interfacial adhesion defines the quality and reliability of the finished product. To assure interfacial adhesion integrity, numerous measurement techniques are employed. Most of these measurement techniques require the use of sophisticated and expensive equipment. Of the simpler techniques, one is tape peel testing which usually is used as a go no-go screening test. This paper outlines its application as a valid quantifiable evaluation tool. In this narrative, testing setup and measurement procedure is outlined for tape peel testing. The procedure was used successfully to evaluate and choose pretreatments to enhance interfacial adhesion of sputtered thin layers of various metals. It is shown that the procedure provided results which could be validated through subsequent thick film peel testing. Thin films are used industry-wide in applications other than electronic systems, therefore, this study is applicable industry-wide providing a quantifiable method to measure thin film adhesion.
7
Jamil, Md Golam, e Sakirulai Olufemi Isiaq. "Deconstruction of prior knowledge and visual narratives in Computing pedagogy". In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8173.
Texto completo da fonteResumo:
Evaluating students’ prior knowledge, particularly in higher education, has been a difficult task due to lack of any known reliable technique. This paper describes a research that involved a technology-enhanced approach for collecting prior knowledge data and presented those through visual narratives. The use of visual narratives is new in the research within engineering discipline, particularly in Computing. The study took place at a British university where forty five Computing students participated in the data collection process. The students were asked questions about their concepts around certain topics, academic interests, and assessment preferences. Data were collected using an online audience reply and analysis tool, Mentimeter, which also generated real time visuals, such as word clouds and graphs, based on the student responses. Several narratives were composed upon the findings depicted through the visuals. The key contribution of the research is a unique prior knowledge data analysis procedure which is convenient and effective in deciding pedagogic principles.
8
Brasili, Simone, e Riccardo Piergallini. "A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end103.
Texto completo da fonteResumo:
The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundamental role. The study evaluates how the specific teaching action makes the modern concept of symmetry in principle appropriate for primary school students through manipulative games. We investigate the students’ cognitive paths about symmetry during the sequence by analysing pre- and post-sequence questionnaires. The questionnaire comprises four questions with dichotomous choice, items text, narrative text, and open justification. It is structured mainly in three domains devoted to cognitive, affective, and psychomotor dimensions. The analysis is composed of a mixed method approach. The investigations incorporate qualitative data with Text Analytics and Natural Language Processing (NLP) statistics to identify and extract information from pupils’ written reflections. Our study also explores whether the emotion experienced by students plays a role in the TLS. Results show that educational activities induce the increasing knowledge and skills of students. In particular, most students interpreted the lessons as experiences rich in stimuli and insights on symmetry and mathematics in general. The findings also bring important suggestions and contents of reflection that teachers can consider for exploiting the potential learning path on symmetry and invariance.
9
Li, Ming, Chi Wai Lai e Wai Man Szeto. "Whiteboard Animations for Flipped Classrooms in a Common Core Science General Education Course". In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9250.
Texto completo da fonteResumo:
Whiteboard animation, an engaging tool for teaching and learning, consists of a series of hand-drawing illustrations with voice-over narration to explain complex and abstract ideas. Our team had produced four short whiteboard animations tailor-made for a common core science general education (GE) course. This study aims at evaluating the effectiveness of using these whiteboard animations for flipped classrooms in the common core science GE course. The pre-tutorial survey showed that students who watched the animations got significantly higher average marks in the quizzes at the beginning of the tutorials (p<0.001). The post-tutorial feedback survey indicated that the whiteboard animations attracted 67% of students to watch the animations. For students who watched the animations, over 86% of them reported that the animations raised their interest in the issues discussed in the tutorial classes, and learning materials in the form of whiteboard animation were more interesting than lecture videos; more than 90% of the students agreed the whiteboard animations were helpful in (i) understanding the assigned readings, (ii) clarifying the concepts of the discussed issues, and (iii) gaining the related knowledge before the tutorial. We concluded that whiteboard animation is an effective and engaging tool for flipped classrooms in the common core science GE course.