Thematische Bibliographien / Self-evaluation

Auswahl der wissenschaftlichen Literatur zum Thema „Self-evaluation“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Self-evaluation"

Lavaroni, Charles. „Self-Evaluation“. Inquiry: Critical Thinking Across the Disciplines 14, Nr. 2 (1994): 52–57. http://dx.doi.org/10.5840/inquiryctnews19941426.

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Wilbur, Colburn S. „Self-evaluation“. New Directions for Philanthropic Fundraising 2004, Nr. 45 (2004): 21–29. http://dx.doi.org/10.1002/pf.69.

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Hewitt, Michael P. „The Impact of Self-Evaluation Instruction on Student Self-Evaluation, Music Performance, and Self-Evaluation Accuracy“. Journal of Research in Music Education 59, Nr. 1 (16.12.2010): 6–20. http://dx.doi.org/10.1177/0022429410391541.

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The author sought to determine whether self-evaluation instruction had an impact on student self-evaluation, music performance, and self-evaluation accuracy of music performance among middle school instrumentalists. Participants ( N = 211) were students at a private middle school located in a metropolitan area of a mid-Atlantic state. Students in intact classes, grades 5 through 8, were assigned to one of three treatment groups: self-evaluation instruction (SE-I), self-evaluation only (SE-O), or no self-evaluation (SE-No) for treatment lasting 5 weeks. All groups played through music used in the study at each lesson and heard a model recording of it. Participants in the SE-I group received instruction in self-evaluation while students in the SE-O group self-evaluated their performances daily and the SE-No group received no additional instruction. Results suggest that instruction in self-evaluation had little impact on students’ self-evaluation accuracy or music performance, although grade level did influence music performance. Additional time may be necessary for students to learn to evaluate their own performances effectively; however, it is interesting that students’ music performance did not appear to suffer from time spent in self-evaluation instruction or practice. Music teachers may wish to consider implementing self-evaluation strategies to help students develop the skills necessary for successful self-regulation of music performance.

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Lishinski, Alex, und Aman Yadav. „Self-evaluation Interventions“. ACM Transactions on Computing Education 21, Nr. 3 (Juni 2021): 1–28. http://dx.doi.org/10.1145/3447378.

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Research has repeatedly shown self-efficacy to be associated with course outcomes in CS and across other fields. CS education research has documented this and has developed CS-specific self-efficacy measurement instruments, but to date there have been only a few studies examining interventions intended to improve students’ self-efficacy in CS, and several types of self-efficacy interventions suggested by previous research remain to be tested in CS. This study attempts to address this lack of research by reporting on the results of a trial intervention intended to improve students’ self-efficacy in an introductory programming course. Students were recruited to complete a self-evaluation task, which previous research has suggested could have a beneficial impact on self-efficacy, which should in turn have a beneficial impact on course performance. Participating students’ course outcomes and self-efficacy were compared with those of the students who did not complete the self-evaluation task, using propensity score weighting adjustments to control for differences between the groups on entering characteristics and prior values of self-efficacy and course outcomes. We found that, whereas there was only marginal evidence for the self-evaluation intervention having a direct effect on self-efficacy, students who completed the self-evaluation task had significantly higher project scores during the weeks they were asked to complete it, compared to the students who did not participate. These findings suggest that there are potential benefits to incorporating self-evaluation tasks into introductory CS courses, although perhaps not by virtue of directly influencing self-efficacy.

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Wroe, Annette, und Rob Halsall. „School Self-Evaluation“. Research in Education 65, Nr. 1 (Mai 2001): 41–52. http://dx.doi.org/10.7227/rie.65.4.

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Jones, Caroline. „Self Evaluation Forms“. Practical Pre-School 2009, Nr. 98 (März 2009): 12–13. http://dx.doi.org/10.12968/prps.2009.1.98.39447.

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Taylor, Shelley E., Efrat Neter und Heidi A. Wayment. „Self-Evaluation Processes“. Personality and Social Psychology Bulletin 21, Nr. 12 (Dezember 1995): 1278–87. http://dx.doi.org/10.1177/01461672952112005.

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Silvia, Paul J., und Ann G. Phillips. „Self-Awareness, Self-Evaluation, and Creativity“. Personality and Social Psychology Bulletin 30, Nr. 8 (August 2004): 1009–17. http://dx.doi.org/10.1177/0146167204264073.

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Stallings, Virginia, und Carol Tascione. „Student Self-Assessment and Self-Evaluation“. Mathematics Teacher 89, Nr. 7 (Oktober 1996): 548–54. http://dx.doi.org/10.5951/mt.89.7.0548.

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Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.

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Shestakova, Lydia Gennadyevna, und Tatyana Vasilyevna Richter. „Students' readiness for self-organization: Indicators of evaluation and self-evaluation“. Science for Education Today 9, Nr. 3 (30.06.2019): 138–50. http://dx.doi.org/10.15293/2658-6762.1903.08.

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Dissertationen zum Thema "Self-evaluation"

Sosanya-Tellez, Carla Ann. „Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers“. PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/389.

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Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator's moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux, 2004). Yet, the achievement gap persists, as poor African-American and Latino students under-perform as compared to white middle-class students (Ladson-Billings & Tate, 1995). Additionally, public school teachers are predominately middle-class and White, while they teach increasingly diverse children of poverty. In legislation, student assessment, teacher licensure, and research-based curricula have taken center stage. Teacher evaluation is noticeably absent (Danielson, 2002; Iwanicki, 1990; No Child Left Behind Act, 2002). Teacher evaluation is static and mired in politics; it has not historically helped improve school (Peterson, 2000). Investigating teacher evaluation's potential as an overlooked tool to improve teaching for all teachers and students in public school is urgent in this climate. As Stronge and Tucker (2003) asserted, "Without capable, highly qualified teachers in America's classrooms, no educational reform process can possibly succeed" (p. 3). This problem-based learning dissertation addresses a real problem in practice: how to make teacher evaluation meaningful for high-performing teachers. This study explores Wood's (1998) call for a move from traditional to transformative evaluation. Ten high performing teachers field-tested a self-evaluation handbook. They explored study options designed to help them critically reflect on their own teaching, connect with students, reflect, and set new goals. This work shows promise to help teachers and students engage in a more democratic, caring and loving public place we call school. This work is timely. After all, "When all is said and done, what matters most for students' learning are the commitments and capacities of their teachers" (Darling-Hammond, 1997, p. 293).

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Zhang, Shujian. „Evaluation in built-in self-test“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34293.pdf.

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Harrad, Rachel. „Self evaluation variables and social media“. Thesis, University of Wolverhampton, 2018. http://hdl.handle.net/2436/621486.

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People are motivated to self evaluate and undertake this in their interactions with others. Interactions with others are increasingly taking place online, including via social networking websites, which can contain several differences to face to face interaction. This thesis examined how specific self-evaluation factors (self-esteem, social comparison tendency and self-concept clarity) affect various behaviours on and psychological outcomes of engaging with social media sites, including Facebook. Self-esteem predicted positive mood during Facebook use, whilst one’s relationship with the site (i.e. how emotionally connected to the site one is – or ‘Facebook intensity’) predicted engagement with activities interpreted as indicative of a ‘fear-of-missing-out’ (e.g. finding out what friends were up to). High scorers in performance and appearance self-esteem reported a positive mood shift after profile editing whilst low scoring counterparts reported the reverse. Those who compared to others frequently experienced a negative mood shift after viewing the Facebook newsfeed possibly reflecting the cognitive effort associated with social comparison. Self-esteem predicted use of positive emotions in status updates whilst number of Facebook friends was negatively predicted by self-concept clarity and positively by social comparison tendency. Participants textually described both their actual and ideal self enabling consideration of the implications for self-presentation attempts in certain online environments. Low self-esteem individuals decreased their use of anxious language when idealising the self whilst those with low self-concept clarity increased their use of positive emotions. The discrepant word count between actual and ideal selves suggested that the actual self appeared more easily articulated, most 4 pronounced amongst those who infrequently compared themselves to others. When others rated these self descriptions it appeared high scorers in self-esteem and self-concept clarity and those who compared frequently to others were generally most positively received. It appears that whilst those with unclear self-concepts and low self-esteem can present a more positive and less anxious idealised self than actual self, the overall thesis findings appear to support the rich-get-richer hypothesis (Valkenburg, Schouten, & Peter, 2005) with high scorers on these self-evaluation factors garnering the most benefits from social media. Whilst those who compare frequently may be adversely impacted by viewing the Facebook newsfeed, idealisation of self attributes appears to benefit these individuals in terms of positivity of impressions formed by others. Findings suggest that social media engagement may hold advantages and disadvantages for users dependent on the type of activity engaged with and the individual differences variables of the user.

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Hurst, Victoria. „Researching self-evaluation by educational practitioners“. Thesis, Goldsmiths College (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402189.

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Scott, Bruce. „Negative self-schemata in depression : the role of automatic self-evaluation“. Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439717.

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Nimalasena, Asanga. „Self-adaptation via concurrent multi-action evaluation for unknown context“. Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q32qv/self-adaptation-via-concurrent-multi-action-evaluation-for-unknown-context.

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Context-aware computing has been attracting growing attention in recent years. Generally, there are several ways for a context-aware system to select a course of action for a particular change of context. One way is for the system developers to encompass all possible context changes in the domain knowledge. Other methods include system inferences and adaptive learning whereby the system executes one action and evaluates the outcome and self-adapts/self-learns based on that. However, in situations where a system encounters unknown contexts, the iterative approach would become unfeasible when the size of the action space increases. Providing efficient solutions to this problem has been the main goal of this research project. Based on the developed abstract model, the designed methodology replaces the single action implementation and evaluation by multiple actions implemented and evaluated concurrently. This parallel evaluation of actions speeds up significantly the evolution time taken to select the best action suited to unknown context compared to the iterative approach. The designed and implemented framework efficiently carries out concurrent multi-action evaluation when an unknown context is encountered and finds the best course of action. Two concrete implementations of the framework were carried out demonstrating the usability and adaptability of the framework across multiple domains. The first implementation was in the domain of database performance tuning. The concrete implementation of the framework demonstrated the ability of concurrent multi-action evaluation technique to performance tune a database when performance is regressed for an unknown reason. The second implementation demonstrated the ability of the framework to correctly determine the threshold price to be used in a name-your-own-price channel when an unknown context is encountered. In conclusion the research introduced a new paradigm of a self-adaptation technique for context-aware application. Among the existing body of work, the concurrent multi-action evaluation is classified under the abstract concept of experiment-based self-adaptation techniques.

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Emmelin, Maria. „Self-rated health in public health evaluation“. Doctoral thesis, Umeå : Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-226.

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Alnwick, Margot D. (Margot Deborah). „Self evaluation in volleyball : a cognitive approach“. Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68067.

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The purpose of this study was to develop, implement and evaluate a self-evaluation instrument that students would be able to use to assess their metacognitive awareness of volleyball skill and knowledge. The Self Evaluation in Volleyball Questionnaire (SEV) was designed to include a series of self-evaluation items within the five areas identified in a knowledge-based approach to skill acquisition; namely: procedural, declarative, affective, metacognitive knowledge and metacognitive skill.
The reliability, face and content validity of the SEV were found to be very acceptable. The scores on the SEV show that the questionnaire was easily understood by the students, but the students found certain sections were more difficult to answer. Students were categorized by their teacher into top, middle and bottom skill groups. Analysis of variance procedures showed that there were significant differences in SEV scores due to skill level, which demonstrated the value and the sensitivity of the SEV in differentiating such skill levels. Even though this was a descriptive study, it was also shown that the instructional programme did have a positive effect on the students' SEV scores.

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Chan, Yee-wah, und 陳綺華. „School self-evaluation: a whole school approach“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227392.

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Mueller, Mark Helgaard. „Self-evaluation of the product development process“. Thesis, University of Glasgow, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299984.

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Bücher zum Thema "Self-evaluation"

Konzelmann Ziv, Anita, Keith Lehrer und Hans Bernhard Schmid, Hrsg. Self-Evaluation. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9.

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Tameside (England). Education Department., Hrsg. Self evaluation. Ashton-under-Lyne: Tameside Education Department, 1986.

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Stewart, Alistair. Self-evaluation. [Dundee]: Scottish Central Institutions Committee for Educational Development, 1990.

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Kremer-Hayon, Lya. Teacher Self-Evaluation. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1.

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Ohio. Dept. of Education. Conducting self-evaluation. Columbus, OH: Dept. of Education, 1985.

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Ohio. Dept. of Education. Conducting self-evaluation. Columbus, OH: Dept. of Education, 1985.

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Knapp-Lee, Lisa. MATCH self-evaluation guide. San Diego, Calif: ERAS/Educational Research and Services, 2000.

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Peter, Rudd, Local Government Association und National Foundation for Educational Research in England and Wales., Hrsg. Evaluating school self-evaluation. Slough: National Foundation for Educational Research, 2001.

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Gupta, Poonam. Country assistance evaluation retrospective: An OED self-evaluation. Washington, D.C: World Bank, 2005.

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Kyle, Peters, und World Bank. Operations Evaluation Dept., Hrsg. Country assistance evaluation retrospective: An OED self-evaluation. Washington, D.C: World Bank, 2005.

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Buchteile zum Thema "Self-evaluation"

Konzelmann Ziv, Anita. „Self-Evaluation – Philosophical Perspectives“. In Self-Evaluation, 1–30. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_1.

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Harcourt, Edward. „Self-Knowledge, Knowledge of Others, and “the thing called love”“. In Self-Evaluation, 171–91. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_10.

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Deonna, Julien, und Fabrice Teroni. „Is Shame a Social Emotion?“ In Self-Evaluation, 193–212. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_11.

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Schmid, Hans Bernhard. „Feeling Up to It – The Sense of Ability in the Phenomenology of Action“. In Self-Evaluation, 215–36. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_12.

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O’Brien, Lilian. „Self-Evaluation in Intention: Individual and Shared“. In Self-Evaluation, 237–52. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_13.

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Schmid, Ulla. „Where Individuals Meet Society: The Collective Dimensions of Self-Evaluation and Self-Knowledge“. In Self-Evaluation, 253–73. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_14.

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Baker, Lynne Rudder. „How to Have Self-Directed Attitudes“. In Self-Evaluation, 33–43. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_2.

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Seemann, Axel. „Interpretation, Cause, and Avowal: On the Evaluative Dimension of Selfhood“. In Self-Evaluation, 45–58. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_3.

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Lauria, Federico, und Alain Pé-Curto. „Who Do You Think You Are? The How–What Theory of Character and Personality“. In Self-Evaluation, 59–78. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_4.

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Rovane, Carol. „Self-Evaluation and the Ends of Existence“. In Self-Evaluation, 81–95. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_5.

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Konferenzberichte zum Thema "Self-evaluation"

Simbartl, Petr. „THE EVALUATION OF COMPETENCIES IN “CRAFTS” – SELF-EVALUATION“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0806.

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Raibulet, Claudia, und Francesca Arcelli Fontana. „Evaluation of self-adaptive systems“. In ECSA '17: 11th European Conference on Software Architecture. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3129790.3129825.

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Boboňová, Ivana, Soňa Čeretková, Ľubomír Rybanský und Ľudmila Galuščáková. „TEACHER EVALUATION AND SELF-EVALUATION MODELS: A PILOT STUDY“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1249.

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Caf, Bojana. „Self-Perception and Self-Evaluation of Children with Special Needs“. In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.10.

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Kolodziej, Kenneth E., und Bradley T. Perry. „IBFD Indoor Self-Interference Channel Evaluation“. In 2020 IEEE International Symposium on Antennas and Propagation and North American Radio Science Meeting. IEEE, 2020. http://dx.doi.org/10.1109/ieeeconf35879.2020.9330386.

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Schule, Florian, Florian Buchner, Roland Schweiger und Klaus Dietmayer. „Feature evaluation of factorized self-localization“. In 2014 IEEE 17th International Conference on Intelligent Transportation Systems (ITSC). IEEE, 2014. http://dx.doi.org/10.1109/itsc.2014.6957731.

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Paris-Requeiro, Maria T., und Mariano J. Cabrero-Canosa. „Personalized construction of self-evaluation tests“. In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492486.

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de Sousa, Amanda Oliveira, Carla I. M. Bezerra, Rossana M. C. Andrade und José M. S. M. Filho. „Quality Evaluation of Self-Adaptive Systems“. In SBES 2019: XXXIII Brazilian Symposium on Software Engineering. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3350768.3352455.

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Banwasi, Anuva, Xinghua Sun, Rohith Ravindranath und Marc Vazquez. „Self Evaluation Using Zero-shot Learning“. In 2023 5th International Conference on Robotics and Computer Vision (ICRCV). IEEE, 2023. http://dx.doi.org/10.1109/icrcv59470.2023.10329149.

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Raibulet, Claudia. „Hints on Quality Evaluation of Self-Systems“. In 2014 IEEE 8th International Conference on Self-Adaptive and Self-Organizing Systems (SASO). IEEE, 2014. http://dx.doi.org/10.1109/saso.2014.36.

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Berichte der Organisationen zum Thema "Self-evaluation"

Cuello, Robert, Randy R. Labarge, Gretchen K. Gerke, William T. Heartz, Francis M. Stanley, Bruce D. Slonecker, Christopher S. Larmey und Kenneth E. McMullin. FY2003 Annual Self-Evaluation Report. Office of Scientific and Technical Information (OSTI), Oktober 2003. http://dx.doi.org/10.2172/15016716.

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Cuello, Robert. FY2002 Annual Self-Evaluation Report. Office of Scientific and Technical Information (OSTI), Oktober 2002. http://dx.doi.org/10.2172/15016717.

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Heil, James R. Command Inspections - A Self-Evaluation Approach. Fort Belvoir, VA: Defense Technical Information Center, März 1988. http://dx.doi.org/10.21236/ada195746.

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Sosanya-Tellez, Carla. Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.389.

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Swanson, Marianne, Jennifer Fabius, Marc Stevens und Mark McLamon. Automated security self-evaluation tool user manual. Gaithersburg, MD: National Institute of Standards and Technology, 2003. http://dx.doi.org/10.6028/nist.ir.6885e2003.

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Quick, Stephen A. Self Evaluation of OVE's Work: 2001-2010. Inter-American Development Bank, April 2011. http://dx.doi.org/10.18235/0010551.

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This self evaluation has been prepared by the Office of Evaluation and Oversight (OVE) in response to a request from Executive Directors to support the work of the Independent Review Panel (IRP), which has been tasked with undertaking an external, independent review of the evaluation function at the Inter-American Development Bank (IDB). Over the 10 years of its existence, OVE has produced a substantial volume of evaluation work, including 47 country program evaluations, 98 other documents in the "RE" series that are sent to the Board for consideration, 27 evaluation reports for the MIF, IIC and Japan Special Fund, and 65 technical reports and working papers. OVE has established formal procedures for the quality control of its evaluations, relying on both internal and external peer reviews of documents sent to the Board. The quality of data available varies across the range of evaluation studies, and some are able to mobilize better empirical information than others. Comments on the quality of OVE documents recorded in the minutes of Board discussions are overwhelmingly favorable. Across a broad range of issues, OVE has issued reports that challenge the empirical basis of prevailing claims regarding the relevance, efficiency, effectiveness, impact, and sustainability of Bank interventions in the region. These challenges have sometimes provoked controversy, but on the whole, it is OVE's view that these controversies have been helpful to the institution in deepening thought and opening up new possibilities. In thinking about the future of the evaluation function at the IDB, this self evaluation highlights the role that an independent, empirically focused, challenging OVE can play in opening up possibilities for institutional change and improvement. While there are clear opportunities for improvement in the work of the Office, (including improved outreach, more explicit and actionable recommendations, explicit and measurable quality standards for evaluation work) it's essential institutional role of challenging complacency deserves to be preserved.

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Lasinger, Donia, Michael Stampfer, Petra Steinkogler und Michael Strassnig. VRG Program Evaluation 2021. Self-Evaluation Report by the WWTF Office. WWTF, Januar 2022. http://dx.doi.org/10.22163/fteval.2022.535.

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This self-evaluation report contains information about the VRG program. It serves as an input for the 2021 evaluation of WWTF’s Vienna Research Groups for Young Investigators (VRG) program by an international review panel. The VRG program has been financed by the City of Vienna and implemented by the Vienna Science and Technology Fund (WWTF) since 2010.

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Stampfer, Michael, und Michael Strassnig. WWTF Self-evaluation report to International Review Panel. WWTF - Wiener Wissenschafts-, Forschungs- und Technologiefonds, 2014. http://dx.doi.org/10.22163/fteval.2015.22.

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Henry H.F, Newlon C. E. ,Knight J. R. Self-Consistent Criteria for Evaluation of Neutron Interaction. Office of Scientific and Technical Information (OSTI), August 2007. http://dx.doi.org/10.2172/969807.

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Aldrich, Susan. Self-Service and Support Search Solution Evaluation Matrix. Boston, MA: Patricia Seybold Group, Oktober 2004. http://dx.doi.org/10.1571/em10-28-04cc.

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