Supplemental Material for Clarifying the Content Coverage of Differing Psychopathy Inventories Through Reference to the Triarchic Psychopathy Measure

2013 ◽  
Keyword(s):  
Content Coverage

The Big Five Inventory–2 in China: A Comprehensive Psychometric Evaluation in Four Diverse Samples

Assessment ◽  
2021 ◽  
pp. 107319112110082
Author(s):  
Bo Zhang ◽  
Yi Ming Li ◽  
Jian Li ◽  
Jing Luo ◽  
Yonghao Ye ◽  
...  
Keyword(s):  
Big Five ◽  
Discriminant Validity ◽  
Psychometric Evaluation ◽  
Good Reliability ◽  
Future Directions ◽  
Big Five Inventory ◽  
Education Levels ◽  
Lower Education ◽  
Content Coverage ◽  
Test Retest Reliability

The Big Five Inventory-2 (BFI-2) has received wide recognition since its publication because it strikes a good balance between content coverage and brevity. The current study translated the BFI-2 into Chinese, evaluated its psychometric properties in four diverse Chinese samples (college students, adult employees, adults treated for substance use, and adolescents), and compared its factor structure with those obtained from two U.S. samples. Across two studies, the Chinese BFI-2 demonstrated good reliability (Cronbach’s α and test–retest reliability), structural validity, convergent/discriminant validity, and criterion-related validity at the domain level. At lower levels of analyses, some facets and negatively worded items functioned better among participants with higher than those with lower education levels. Implications, limitations, and future directions are discussed.

Conflicting Discourses

2012 ◽  
Vol 44 (3) ◽  
pp. 300-338 ◽  
Author(s):  
Kathryn Ciechanowski
Keyword(s):  
Social Studies ◽  
English Language ◽  
Literacy Practices ◽  
Language Learner ◽  
Discursive Practice ◽  
Bilingual Students ◽  
Linguistic Features ◽  
Dominant Culture ◽  
School Text ◽  
Content Coverage

This article provides micro analysis of one representative incident from a larger qualitative study to examine how third-grade bilingual students and their teacher negotiated academic disciplinary and popular culture discourses in a social studies unit on Jamestown and Pocahontas. Informed by discourse and linguistic analyses, this study explores the competing dominant and nondominant discourses as they intersected and overlapped in the complex literacy practices in this classroom. Ms. Montclair’s instruction was shaped by the textbook’s approach to social studies and accountability pressures of testing and content coverage. Yet the students drew from everyday popular resources in their thinking, taking up nonacademic discourses to understand content. This research explores the following questions: (a) What are the predominant discourses evident in the official curricular text and teacher’s enactment of it? (b) What are the discourses evident in children’s everyday resources drawn on to make sense of the school text? (c) How do specific linguistic features make possible these discourses and perspectives? Findings demonstrate that students navigated across multiple discourses that were different but represented dominant culture. As discourses intersected in class, participants provided a level of critical analyses but did not deeply take up nondominant perspectives despite their own positioning from linguistically and culturally nondominant backgrounds. By showing the complexity of literate and discursive practice, this article contributes to understandings of how bilingual and English language learner students confront the demands of academic disciplinary language, draw on their own resources to make sense of content, and require explicit instruction on language and social justice.

scholarly journals Perceptions of usability and usefulness of digital libraries

2012 ◽  
Vol 6 (1-2) ◽  
pp. 133-147 ◽  
Author(s):  
Krystyna K. Matusiak
Keyword(s):  
Digital Library ◽  
Digital Libraries ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Ease Of Use ◽  
User Intention ◽  
Negative Effect ◽  
Content Coverage ◽  
Visual Materials

This paper provides an overview of a case study research that investigated the use of Digital Library (DL) resources in two undergraduate classes and explored faculty and students' perceptions of educational digital libraries. This study found that students and faculty use academic DLs primarily for textual resources, but turn to the open Web for visual and multimedia resources. The study participants did not perceive academic libraries as a useful source of digital images and used search engines when searching for visual resources. The limited use of digital library resources for teaching and learning is associated with perceptions of usefulness and ease of use, especially if considered in a broader information landscape, in conjunction with other library information systems, and in the context of Web resources. The limited use of digital libraries is related to the following perceptions: 1) Library systems are not viewed as user-friendly, which in turn discourages potential users from trying DLs provided by academic libraries; 2) Academic libraries are perceived as places of primarily textual resources; perceptions of usefulness, especially in regard to relevance of content, coverage, and currency, seem to have a negative effect on user intention to use DLs, especially when searching for visual materials.

Radiology reporting in rectal cancer using MRI: adherence to national template for structured reporting

2021 ◽  
pp. 028418512110572
Author(s):  
Gustav Alvfeldt ◽  
Peter Aspelin ◽  
Lennart Blomqvist ◽  
Nina Sellberg
Keyword(s):  
Rectal Cancer ◽  
Qualitative Content Analysis ◽  
Cancer Staging ◽  
Free Text ◽  
Reporting Practice ◽  
Key Factor ◽  
Content Coverage ◽  
Magnetic Resonance Imaging Mri ◽  
National Workshop ◽  
Completeness Of Reporting

Background In 2014, a national workshop program was initiated and a reporting template and manual for rectal cancer primary staging using magnetic resonance imaging (MRI) was introduced and made available by the national Swedish Colorectal Cancer Registry. Purpose To evaluate the effect of the national template program by identify if there was a gap between the content in Swedish MRI reports from 2016 and the national reporting template from 2014. The aim was to explore and compare differences in content in reporting practice in different hospitals in relation to the national reporting template, with focus on: (i) identifying any implementational differences in reporting styles; and (ii) evaluating if reporting completeness vary based on such implementational differences. Material and Methods A total of 250 MRI reports from 10 hospitals in four healthcare regions in Sweden were collected. Reports were analyzed using qualitative content analysis with a deductive thematic coding scheme based on the national reporting template. Results Three different implemented reporting styles were identified with variations of content coverage in relation to the template: (i) standardized and structured protocol (reporting style A); (ii) standardized semi-structured free-text (reporting style B); and (iii) regular free-text (reporting style C). The relative completeness of reporting practice of rectal cancer staging in relation to the national reporting template were 92.9% for reporting style A, 77.5% for reporting style B, and 63.9% for reporting style C. Conclusion The implementation of template-based reporting according to reporting style A is a key factor to conform to evidence-based practice for rectal cancer reporting using MRI.

On ESPN Deportes: Latinos, Sport Media, and the Cultural Politics of Visibilities

2018 ◽  
Vol 42 (6) ◽  
pp. 470-497
Author(s):  
Jorge E. Moraga
Keyword(s):  
Puerto Rican ◽  
Cultural Politics ◽  
Media Coverage ◽  
Discursive Practice ◽  
Media Content ◽  
Latino Americans ◽  
Cuban American ◽  
Sport Media ◽  
Content Coverage ◽  
Changing Demographics

This article explores the ways Latinos—as audience, market, media—reshape the boundaries of sport media coverage. Its central focus examines the ways ESPN responds to the “browning of America” and its changing demographics. To this end, the essay examines the emergence and development of ESPN Deportes, and provides a textual analysis of “One Nación” (September 2015-August 2016), a podcast hosted by Max Bretos (Cuban American) and Marly Rivera (Puerto Rican). Offering a textual and content analysis, I suggest that One Nación provides a benchmark to assess the cultural politics of diversifying sport media content, coverage, and context. Moreover, I argue that One Nación, while unable to escape the dominant features of late racial/gendered capitalism, produces a counterhegemonic discursive practice capable of challenging mediated circulations of Latino Americans.

scholarly journals Development and content validation of a measure to assess evidence-informed decision-making competence in public health nursing

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248330
Author(s):  
Emily Belita ◽  
Jennifer Yost ◽  
Janet E. Squires ◽  
Rebecca Ganann ◽  
Maureen Dobbins
Keyword(s):  
Public Health ◽  
Decision Making ◽  
Public Health Nursing ◽  
Public Health Nurses ◽  
Evidence Based ◽  
Informed Decision Making ◽  
Response Process ◽  
Validity Assessment ◽  
Content Coverage ◽  
Health Nursing

There are professional expectations for public health nurses to develop competencies in evidence-informed decision-making (EIDM) due to its potential for improved client outcomes. Robust tools to assess EIDM competence can encourage increased EIDM engagement and uptake. This study aimed to develop and validate the content of a measure to assess EIDM competence among public health nurses. A four-stage process, based on measure development principles and the Standards for Educational and Psychological Testing, was used to develop and refine items for a new EIDM competence measure: a) content coverage assessment of existing measures; b) identification of existing measures for use and development of items; c) validity assessment based on content; d) validity assessment based on response process. An EIDM competence measurement tool consisting of EIDM knowledge, skills, attitudes/beliefs, and behaviour items was developed using conceptual literature and existing measures (Evidence-Based Practice Competency Tool and Evidence-Based Practice Beliefs Scale) to address limitations of existing EIDM tools identified from the content coverage assessment. Item content validity index ratings ranged from 0.64–1.00. Qualitative themes from validity assessment based on content and response process included word changes to improve clarity, reducing item redundancy, separating multi-component items, and ensuring items reflect nursing role expectations. Upon determining its reliability and validity, there is potential for the EIDM competence measure to be used in: public health nursing practice to identify competence gaps and strengths to facilitate professional development activities; in research to support development of strategies to build EIDM capacity; and for curriculum planning and development across nursing education programs.

scholarly journals A Content Analysis of Indian Research Data Repositories Prospects and Possibilities

2019 ◽  
Vol 39 (06) ◽  
pp. 280-289 ◽  
Author(s):  
Raj Kumar Bhardwaj
Keyword(s):  
Application Programming Interface ◽  
Research Data ◽  
Identification System ◽  
Microsoft Excel ◽  
Data Repositories ◽  
Data Formats ◽  
Author Identification ◽  
Metadata Standards ◽  
Application Programming ◽  
Content Coverage

The study aims to trace the development of Indian research data repositories (RDRs) and explore their content with the view of identifying prospects and possibilities. Further, it analyses the distribution of data repositories on the basis of content coverage, types of content, author identification system followed, software and the application programming interface used, subject wise number of repositories etc. The study is based on data repositories listed on the registry of data repositories accessible at http://www.re3data.org.The dataset was exported in Microsoft Excel format for analysis. A simple percentage method was followed in data analyses and results are presented through Tables and Figures. The study found a total of 2829 data repositories in existence worldwide. Further, it was seen that 1526 (53.9 %) are open and 924 (32.4 %) are restricted data repositories. Also, there are embargoed data repositories numbering 225 (8.0 %) and closed ones numbering 154 (5.4 %). There are 2829 RDRs covering 72 countries in the world. The study found that out of total 45 Indian RDRs, only 30 (67 %) are open, followed by restricted 12 (27 %) and 3 (6 %) that are closed. Majority of Indian RDRs (20) were developed in the year 2014. The study found that the majority of Indian RDRs (17) are‘disciplinary’. Further, the study also revealed that statistical data formats are available in a maximum of 31 (68.9 %) Indian RDRs. It was also seen that the majority of Indian RDRs (28) has datasets relating to ‘Life Sciences’. It was identified that only 20% of data repositories have been using metadata standards in metadata; the remaining 80% do not use any standards in metadata entry. This study covered only the research data repositories in India registered on the registry of data repositories. RDRs not listed in the registry of data repositories are left out.

Fostering Educational Technology Integration in Science Teacher Education

2010 ◽  
pp. 245-257
Author(s):  
Brenda M. Capobianco ◽  
James D. Lehman
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Identity Development ◽  
Science Teacher ◽  
Science Teaching ◽  
Science Teacher Education ◽  
Methods Course ◽  
Educational Technologies ◽  
Content Coverage ◽  
Problems Of Practice

This chapter describes one science teacher educator’s attempts to integrate various educational technologies in an elementary science methods course, her students’ responses to her attempts, and the tensions that emerged. The science teacher educator employed teacher action research as a means of systematic, reflective inquiry to examine critically how preservice elementary school science teachers think about, use, and reflect on educational technologies and how their developing professional identities intersect with adoption of these technologies. Tensions emerged from a dichotomy between what methods students perceived as “traditional” science teaching and science teaching using technology. Resulting problems of practice included: expertise in/with science and negotiating a new curriculum, control in the classroom, content coverage, and support and sense of community. The authors conclude their chapter with implications and recommendations for future research related to the significant role educational technology can play in science teacher education and science teacher identity development.

Alternation of Curriculum Delivery Mode in Primary Schools

2021 ◽  
pp. 95-111
Author(s):  
Matlala Violet Makokotlela ◽  
Nomvula Monica Nxumalo
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Document Analysis ◽  
Depth Information ◽  
Delivery Mode ◽  
Face To Face ◽  
Interpretive Paradigm ◽  
Curriculum Delivery ◽  
Content Coverage

This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.

HOW DO LEARNING ISSUES RELATE WITH CONTENT IN A PROBLEM-BASED LEARNING PATHOPHYSIOLOGY COURSE?

2003 ◽  
Vol 27 (2) ◽  
pp. 62-69 ◽  
Author(s):  
B. Barahona Corrêa ◽  
P. Rosado Pinto ◽  
A. B. Rendas
Keyword(s):  
Internal Medicine ◽  
Learning Process ◽  
Problem Based Learning ◽  
Independent Study ◽  
Educational Strategy ◽  
Individual Study ◽  
Single Discipline ◽  
Content Coverage ◽  
The Individual ◽  
Learning Issues

The relation between learning process and content coverage is becoming increasingly important for the understanding of the effects of problem-based learning (PBL) on students’ learning. In our medical school, PBL is used as a major educational strategy in the discipline of pathophysiology. A computer program was developed allowing students to register learning issues identified as needed during tutorial sessions and learning issues stated as covered during the individual study periods. In our study, we compared “planned” (learning issues identified during PBL sessions) and “accomplished” learning issues (covered after the independent study periods) identified by pathophysiology students from three consecutive years. We found that the planned learning issues raised during tutorial sessions related to the issues effectively accomplished during the independent study and that their number grew stepwise from basic to preclinical to clinical sciences. Pathophysiology was, globally, the most mentioned discipline. Moreover, the most mentioned disciplines from the basic, preclinical, and clinical areas were physiology, histopathology, and internal medicine, respectively. The single-discipline approach did not limit the student’s capacity to identify and cover learning issues beyond the objectives of pathophysiology.

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