scholarly journals Hydrodynamic assessment data associated with the July 2010 line 6B spill into the Kalamazoo River, Michigan, 2012–14

2015 ◽  
Author(s):  
Paul C. Reneau ◽  
David T. Soong ◽  
Christopher J. Hoard ◽  
Faith A. Fitzpatrick
Keyword(s):  
Assessment Data ◽  
Kalamazoo River

Structuring Assessments of Psychopathology

2006 ◽  
Vol 27 (2) ◽  
pp. 87-92 ◽  
Author(s):  
Willem K.B. Hofstee ◽  
Dick P.H. Barelds ◽  
Jos M.F. Ten Berge
Keyword(s):  
Principal Components ◽  
Personality Assessment ◽  
Clinical Sample ◽  
Principal Component ◽  
Normal Sample ◽  
Normative Sample ◽  
Assessment Data ◽  
Obsessive Compulsive ◽  
Oblique Rotation ◽  
Two Samples

Hofstee and Ten Berge (2004a) have proposed a new look at personality assessment data, based on a bipolar proportional (-1, .. . 0, .. . +1) scale, a corresponding coefficient of raw-scores likeness L = ΢XY/N, and raw-scores principal component analysis. In a normal sample, the approach resulted in a structure dominated by a first principal component, according to which most people are faintly to mildly socially desirable. We hypothesized that a more differentiated structure would arise in a clinical sample. We analyzed the scores of 775 psychiatric clients on the 132 items of the Dutch Personality Questionnaire (NPV). In comparison to a normative sample (N = 3140), the eigenvalue for the first principal component appeared to be 1.7 times as small, indicating that such clients have less personality (social desirability) in common. Still, the match between the structures in the two samples was excellent after oblique rotation of the loadings. We applied the abridged m-dimensional circumplex design, by which persons are typed by their two highest scores on the principal components, to the scores on the first four principal components. We identified five types: Indignant (1-), Resilient (1-2+), Nervous (1-2-), Obsessive-Compulsive (1-3-), and Introverted (1-4-), covering 40% of the psychiatric sample. Some 26% of the individuals had negligible scores on all type vectors. We discuss the potential and the limitations of our approach in a clinical context.

Learning from assessment: Improving the use of child assessment data in early childhood programs

2010 ◽  
Author(s):  
Jennifer Brooks ◽  
Chris Blodgett ◽  
Tamara Halle ◽  
Emily Moiduddin ◽  
Dina C. Castro
Keyword(s):  
Early Childhood ◽  
Child Assessment ◽  
Assessment Data ◽  
Early Childhood Programs

Characteristics, Features of Development, Regional and Sectoral Determinants of High-tech Business in Russia

2017 ◽  
pp. 142-154 ◽  
Author(s):  
A. Yusupova ◽  
S. Khalimova
Keyword(s):  
Regression Analysis ◽  
Performance Indicators ◽  
Sustainability Assessment ◽  
Business Development ◽  
High Tech ◽  
Assessment Data ◽  
High Tech Sector ◽  
Fast Growing ◽  
High Level

The paper deals with the research devoted to characteristics of high tech business development in Russia. Companies’ performance indicators have been analyzed with the help of regression analysis and author’s scheme of leadership stability and sustainability assessment. Data provided by Russia’s Fast Growing High-Tech Companies’ National Rating (TechUp) during 2012-2016 were used. The results have revealed that the high tech sector is characterized by high level of uncertainty. Limited number of regions and sectors which form the basis for high tech business have been defined. Relationship between innovation activity’s indicators and export potential is determined.

Contamination Lab of Turin (CLabTo)

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Eleonora FIORE ◽  
Giuliano SANSONE ◽  
Chiara Lorenza REMONDINO ◽  
Paolo Marco TAMBORRINI
Keyword(s):  
University Students ◽  
Single Case ◽  
Real Life ◽  
Learning By Doing ◽  
Assessment Data ◽  
Entrepreneurial Skills ◽  
Fields Of Study ◽  
Education Levels ◽  
Positive Effect

Interest in offering Entrepreneurship Education (EE) to all kinds of university students is increasing. Therefore, universities are increasing the number of entrepreneurship courses intended for students from different fields of study and with different education levels. Through a single case study of the Contamination Lab of Turin (CLabTo), we suggest how EE may be taught to all kinds of university students. We have combined design methods with EE to create a practical-oriented entrepreneurship course which allows students to work in transdisciplinary teams through a learning-by-doing approach on real-life projects. Professors from different departments have been included to create a multidisciplinary environment. We have drawn on programme assessment data, including pre- and post-surveys. Overall, we have found a positive effect of the programme on the students’ entrepreneurial skills. However, when the data was broken down according to the students’ fields of study and education levels, mixed results emerged.

scholarly journals Applying Learning Analytics to Detect Sequences of Actions and Common Errors in a Geometry Game

Sensors ◽  
2021 ◽  
Vol 21 (4) ◽  
pp. 1025
Author(s):  
Manuel J. Gomez ◽  
José A. Ruipérez-Valiente ◽  
Pedro A. Martínez ◽  
Yoon Jeon Kim
Keyword(s):  
Learning Analytics ◽  
Process Mining ◽  
Three Dimensional ◽  
Noncognitive Skills ◽  
Assessment Data ◽  
Ample Evidence ◽  
Clear Sense ◽  
Games For Learning ◽  
The U.S

Games have become one of the most popular activities across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment. However, incorporating game activities as part of the curriculum in schools remains limited. Some of the barriers for broader adoption in classrooms is the lack of actionable assessment data, the fact that teachers often do not have a clear sense of how students are interacting with the game, and it is unclear if the gameplay is leading to productive learning. To address this gap, we seek to provide sequence and process mining metrics to teachers that are easily interpretable and actionable. More specifically, we build our work on top of Shadowspect, a three-dimensional geometry game that has been developed to measure geometry skills as well other cognitive and noncognitive skills. We use data from its implementation across schools in the U.S. to implement two sequence and process mining metrics in an interactive dashboard for teachers. The final objective is to facilitate that teachers can understand the sequence of actions and common errors of students using Shadowspect so they can better understand the process, make proper assessment, and conduct personalized interventions when appropriate.

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