Academic literature on the topic 'Diagnostic and educational mode'

The paper describes a model of working with a diagnostic case in educational psychological practice and analyses its compliance with the requirements of the professional standard for educational psychologists as well as with the theoretical bases of psychological assessment as a form of professional activity of a psychologist. The paper reviews the possibilities for making the requirements of the professional standard more specific by means of relating its components to the stages of the diagnostic process. As it is shown, a number of aspects in the diagnostic activity are deficient and require to be specially developed during professional and advanced training. The paper analyses the necessity of designing the content of psychodiagnostic disciplines so that they involve working with diagnostic hypotheses. It also outlines the tasks of mastering psychodiagnostic disciplines which, if solved successfully, would prevent students from making typical diagnostic mistakes. Finally, the paper discusses the difficulties with the development of the gnostic component of diagnostic activity in graduate students with bachelor degrees in a non-psychology field.

Introduction: the problem of diagnostics of the quality of education at a higher education institution is becoming increasingly relevant in the conditions of the need to fulfill the criteria for the effectiveness of higher education institutions, the introduction of new generation standards in higher education institutions and the modernization of the educational program management system. Diagnostics of the quality of education is considered as an important process that ensures a steady position of the university in the educational services market, the growth of indicators for the admission campaign, the increase of reputational capital. Diagnostics of the quality of education makes it possible to identify significant factors in determining the prospects for the development of a university, having a significant impact on the performance indicators of a university and characterizing the results achieved and the resources used.Materials and Methods:the article discusses the system for the quality of education evaluation at Minin University, it describes its key components, reveals the elements of the diagnostic complex and their systemic interconnection. The characteristics of the elements of the diagnostic complex describes in detail the issue of improving the efficiency of the university in terms of the implementation of the management model of the main professional educational programs, the description of the diagnostic procedure for each category of participants in the educational process is presented.Results:the author describes the methodology and the main stages of diagnosing the quality of education at the university using the example of Minin University, gives integrated assessment criteria and their relationship with other elements of the monitoring system and evaluating the quality of education at the university, lists the effects of introducing a comprehensive system for diagnosing the quality of educational activities.Discussion and Conclusions:in the final part of the article, the possibilities of further improving the system of assessment of the quality of education in the educational system of higher education are considered. Arguments about the need to further expand the range of issues raised by the diagnostic process are made; the ratio of the existing positions of the university to the requirements of the legislation is made.

The article is devoted to the use of social diagnostics based on structural and functional methodology to assess the quality of bachelor’s educational programs. The main components of this technology are situational analysis of programs, which more accurately determines the purpose of diagnostics and criteria for assessing, and a structural-functional model that allows to determine dysfunctional zones in the structure of education and their causes.The approbation of this diagnosis was carried out on the educational program of bachelors in Social Management at the Moscow Aviation Institute. Focus groups and questionnaires of graduate students were the main methods of data collection.The diagnostic results allowed us to determine that the vector of students’ needs in the field of education coincides with the competence model of the program. The decline in the quality of the program occurs due to the low level of development of practical skills and analytical competencies. The subjective perception of students about the structural factors of the decline in the quality of education was also determined. These are the factors of organization and the type of interaction between professors and students.Structural and functional diagnostics showed the absence of uniform institutional requirements for the educational program and the problems of its organization.The data obtained can be used in the management of the educational program. From a scientific point of view, the results are a contribution to the development of sociological diagnostic tools based on a situational approach and understanding of modern values of youth in the field of education.

The article deals with the actual problem of effective pedagogical management of the process of formation of communicative universal educational action «asking questions» in junior schoolchildren.In order to solve the problem under study, this paper presents a diagnostic and methodological complex for assessing the degree of formation of the designated universal educational action in elementary school students, which includes a system of criteria, scaled nominative indicators, a theoretical model of the formation of the designated universal educational action in students, consisting of five possible levels - standards, as well as diagnostic tools adapted to the age characteristics of younger schoolchildren.The empirical experience of using diagnostic tools in the practice of an elementary school teacher, qualitative and quantitative analysis of the results of the study made it possible to obtain data on the degree of formation of the components of the communicative universal educational action «asking questions» in the educational activities of elementary school in junior schoolchildren.

This article gives a brief history and background of Attention Deficit Hyperactivity Disorder (ADHD) in childhood. A review of the medical model, including the diagnostic criteria and recommended protocols for treatment, is presented. An educational cultural model based on a holistic approach in assessing causes of hyperactivity and inattention is described. The Educational Cultural Model (ECM) synthesizes the effects of significant extrinsic factors in the life of the child, such as family dynamics, societal influences, and the educational system, and intrinsic factors, such as individual temperament, energy levels, learning style, giftedness, and personal interests. In addition to the primary purpose of comparing the medical model of ADHD to the conceptual ECM, this article is designed to stimulate thinking about different ways to view ADHD.

Bayesian networks are frequently used in educational assessments primarily for learning about students’ knowledge and skills. There is a lack of works on assessing fit of Bayesian networks. This article employs the posterior predictive model checking method, a popular Bayesian model checking tool, to assess fit of simple Bayesian networks. A number of aspects of model fit, those of usual interest to practitioners, are assessed using various diagnostic tools. This article suggests a direct data display for assessing overall fit, suggests several diagnostics for assessing item fit, suggests a graphical approach to examine if the model can explain the association among the items, and suggests a version of the Mantel–Haenszel statistic for assessing differential item functioning. Limited simulation studies and a real data application demonstrate the effectiveness of the suggested model diagnostics.

The Institute for Educational Measurement (Cito) and Tilburg University have developed an instructional device for second language teaching to adults. It consists of: - a diagnostic language test - a set of teaching materials The diagnostic language test is based on a psycholinguistic model for language proficiency in which several linguistic levels are distinguished (Levelt & Kempen, 1976): phonological level, lexical level, morphological level, syntactic level and text level. The diagnostic language test consists of eleven subtests with which lexical, morphological, syntactic and textual skills can be examined. If test results show lack of proficiency, the additional set of teaching materials can be used in various ways to set up educational activities.

<p class="apa">School climate is recognized as a relevant factor for the improvement of educative processes, favoring the administrative processes and optimum school performance. The present article is the result of a quantitative research model which had the objective of psychometrically designing and validating a scale to diagnose the organizational climate of educational institutions.</p><p class="apa">This study had the participation of 549 teachers and directors from 42 primary and secondary educational establishments of Chile. Diverse procedures were applied for the validation of content and psychometric validation in the various stages of the investigation, obtaining an instrument composed by seven factors and made up of conceptually and statistically consistent items. The complete scale and its sub-scales show adequate reliability, and likewise an appropriate validity, constituting it an instrument of wide use for supporting the process of education administration, and to promote coexistence climates of appreciation and respect among the educational participants.</p><p class="apa">The complete scale and its subscales permits the understanding that the organizational climate of the educational center is not reduced to the teacher-student relationship, but rather contemplates the dynamic relationships between diverse players, establishing the importance of the joint action between teachers, directives, students, and parents, as well as revealing the importance of some structural organization variables which influence the daily perception of school climate.</p>

This dissertation proposes two modified cognitive diagnostic models (CDMs), the deterministic, inputs, noisy, "and" gate with hierarchy (DINA-H) model and the deterministic, inputs, noisy, "or" gate with hierarchy (DINO-H) model. Both models incorporate the hierarchical structures of the cognitive skills in the model estimation process, and can be used for situations where the attributes are ordered hierarchically. The Trends in International Mathematics and Science Study (TIMSS) 2003 data are analyzed to illustrate the proposed approaches. The simulation study evaluates the effectiveness of the proposed approaches under various conditions (e.g., various numbers of attributes, test lengths, sample sizes, and hierarchical structures). The simulation study attempts to address the model fits, items fit, and accuracy of item parameter recovery when the skills are in a specified hierarchy and varying estimation models are applied. The simulation analysis examines and compares the impacts of the misspecification of a skill hierarchy on various estimation models under their varying assumptions of dependent or independent attributes. The study is unique in incorporating a skill hierarchy with the conventional DINA and DINO models. It also reduces the number of possible latent classes and decreases the sample size requirements. The study suggests that the DINA-H/ DINO-H models, instead of the conventional DINA/ DINO models, should be considered when skills are hierarchically ordered. Its results demonstrate the proposed approaches to analyzing the hierarchically structured CDMs, illustrate the usage in applying cognitive diagnosis models to a large-scale assessment, and provide researchers and test users with practical guidelines.

This study retrofitted a Diagnostic Classification Model (DCM) known as the Fusion model onto non-diagnostic test data from of the University of Chicago School Mathematics Project (UCSMP) Algebra and Geometry Readiness test post-test used with Transition Mathematics (Third Edition, Field-Trial Version). The test contained 24 multiple-choice middle school math items, and was originally given to 95 advanced 6th grade and 293 7th grade students. The use of these test answers for this study was an attempt to show that by using cognitive diagnostic analysis techniques on test items not constructed for that purpose, highly predictable multidimensional cognitive attribute profiles for each test taker could be obtained. These profiles delineated whether a given test taker was a master or non-master for each attribute measured by the test, thus allowing detailed diagnostic feedback to be disseminated to both the test takers and their teachers. The full version of the non-compensatory Fusion model, specifically, along with the Arpeggio software package, was used to estimate test taker profiles on each of the four cognitive attributes found to be intrinsic to the items on this test, because it handled both slips and guesses by test takers and accounted for residual skills not defined by the four attributes and twenty-four items in the Q-matrix. The attributes, one or more of which was needed to correctly answer an item, were defined as: Skills— those procedures that students should master with fluency; e.g., multiplying positive and negative numbers; Properties—which deal with the principles underlying the mathematics concepts being studied, such as being able to recognize and use the Repeated-Addition Property of Multiplication; Uses—which deal with applications of mathematics in real situations ranging from routine "word problems" to the development and use of mathematical models, like finding unknowns in real situations involving multiplication; and, Representations—which deal with pictures, graphs, or objects that illustrate concepts. Ultimately, a Q-matrix was developed from the rating of four content experts, with the attributes needed to answer each item clearly delineated. A validation of this Q-matrix was obtained from the Fusion model Arpeggio application to the data as test taker profiles showed which attributes were mastered by each test taker and which weren’t. Masters of the attributes needed to be acquired to successfully answer a test item had a proportion-correct difference from non-masters of .44, on average. Regression analysis produced an R-squared of .89 for the prediction of total scores on the test items by the attribute mastery probabilities obtained from the Fusion model with the final Q-matrix. Limitations of the study are discussed, along with reasons for the significance of the study.

Educational Administration<br>Ed.D.<br>Although classroom assessment is one of the most frequent practices carried out by teachers in all educational programs, limited research has been conducted to investigate the dependability and validity of criterion-referenced tests (CRTs). The main purpose of this study is to develop a criterion-referenced test for first-year Japanese university students in a general English program. To this end, four research questions are formulated: (a) To what extent do the criterion-referenced items function effectively?; (b) To what extent do the facets of persons, items, sections, classes, and subtests contribute to the total score variation in two CRT forms?; (c) To what extent are two CRT forms dependable when administered as pretests and posttests?; and (d) To what extent are two CRT forms valid when administered as pretests and posttests? Two CRT forms made up of vocabulary (k = 25), listening (k = 20), and reading (k = 25) subtests were administered to 249 students using a counterbalanced design. Criterion-referenced item analyses showed that most items were working well for criterion-referenced purposes. Both univariate and multivariate generalizability studies indicated that the most of the variance was accounted for by the interaction effect, followed by the items effect, and then by the persons effect. FACETS analyses showed the separation for all the facets accounted for in the analyses and showed that item separation was greater than person separation. This indicated that the students' ability estimates were similar due to their having taken a placement test, whose results were used to form proficiency-based classes. Both univariate and multivariate decision studies indicated that the CRT forms were moderately to highly dependable. The content validity of the CRT forms was supported because the test content was strongly linked to what was taught in class. The construct validity was supported mainly because a fair amount of score gain was observed. This study elucidates how the statistical analyses used in this study can be applied to CRT development, and how CRT development can be carried out as part of curriculum development.<br>Temple University--Theses

This case study explored the process of incorporating human rights into the operation of an international commercial organisation. Constructing a dialogue to bridge the gap between human rights discourse and commercial realities, this case study identified the unique roles required to develop dialogue and created a model as a diagnostic and educational tool. The roles specific to human rights consulting, of interpreter, Champoin and Enabler afforded effective penetration into the participating industry partner's operational levels. These roles emerged from the process of constructing a human rights discourse and tensions therein where the existing theory of organisational change and consulting was found to be inadequate for human rights intervention. Based on the data of industry partner's existing practices and human rights concerns and on the process of collecting and analysing this data, the model for education and implementation was constructed. It is a flexible tool for examining human rights practices from bottom up as well as top down of an organisation. This research showed that having a comprehensive picture of the complexities involved sas an effective method of exploration and making sense of human rights education and implementation in a multinational industrial setting. The construction of the roles and of the model relied on the central premise of willingness of a multinational corporation to examine its practices and take an autonomous position of corporate citizenship and responsibility. This was consistent with the participatory research design of the study. Theretically this research challenges the appropriateness of traditional organisational change concepts when dealing with human rights; provides a diagnostic and educational tool for human rights consulting; and points to further research in this area.

A simulation study was conducted to explore the performance of the linear logistic test model (LLTM) when the relationships between items and cognitive components were misspecified. Factors manipulated included percent of misspecification (0%, 1%, 5%, 10%, and 15%), form of misspecification (under-specification, balanced misspecification, and over-specification), sample size (20, 40, 80, 160, 320, 640, and 1280), Q-matrix density (60% and 46%), number of items (20, 40, and 60 items), and skewness of person ability distribution (-0.5, 0, and 0.5). Statistical bias, root mean squared error, confidence interval coverage, confidence interval width, and pairwise cognitive components correlations were computed. The impact of the design factors were interpreted for cognitive components, item difficulty, and person ability parameter estimates. The simulation provided rich results and selected key conclusions include (a) SAS works superbly when estimating LLTM using a marginal maximum likelihood approach for cognitive components and an empirical Bayes estimation for person ability, (b) parameter estimates are sensitive to misspecification, (c) under-specification is preferred to over-specification of the Q-matrix, (d) when properly specified the cognitive components parameter estimates often have tolerable amounts of root mean squared error when the sample size is greater than 80, (e) LLTM is robust to the density of Q-matrix specification, (f) the LLTM works well when the number of items is 40 or greater, and (g) LLTM is robust to a slight skewness of the person ability distribution. In sum, the LLTM is capable of identifying conceptual knowledge when the Q-matrix is properly specified, which is a rich area for applied empirical research.

Avec les nouvelles réalités économiques et sociales du 21ème siècle dans le contexte de l'émergence de l'économie et de la société du savoir, l'employabilité est devenue un élément majeur de l'agenda politique national et supranational dans le monde entier. De plus, les orientations économiques et sociales de la mondialisation, la mobilité accrue des travailleurs et un accès facilité à l'éducation ont donné lieu à des perspectives de carrière modifiées de sorte que, en ce qui concerne la gestion de carrière, la tâche incombe plutôt à l'individu. L'émergence de l'économie du savoir, notamment, a relancé un débat qui a été latent depuis les années 60 autour de la façon dont les institutions de l'enseignement supérieur contribuent au développement du capital humain nécessaire au progrès social et économique. Même si ceci est reconnu comme un problème depuis des décennies, l'écart entre les besoins du marché du travail actuel et le profil des nouveaux diplômés qui entrent dans le monde du travail semble rester un sujet de discussion.La construction de l'employabilité (notamment la définition du concept d’employabilité) a évolué au cours des dernières décennies. De nombreuses études sur le sujet ont analysé sa nature très complexe et en constante évolution. A ce jour cependant, sa définition souffre encore d'ambiguïté; ce qui complique le développement d’outils efficaces dans le domaine de l'enseignement supérieur, nécessaires à la mise en œuvre et à l’évaluation de mécanismes relatifs à l’employabilité. Dans cette recherche, le concept de l'employabilité est holistique et prend en compte trois paramètres : les facteurs intrinsèques, les facteurs extrinsèques et sa nature actionnable. Cinq thèmes d'activités dans les établissements d'enseignement supérieur ont été identifiés pour traiter efficacement l'employabilité: le curriculum, les services de soutien, les relations avec l’industrie, la mesure de la qualité et le leadership. La conceptualisation holistique et les cinq thèmes formeront la base de la recherche de cette étude qui vise à fournir plus de clarté sur la façon dont l’employabilité peut effectivement être traitée dans le contexte de l'enseignement supérieur et de la façon dont elle peut être évaluée.Suivant une méthodologie de recherche appelée Design Science, à travers une analyse qualitative de trois études de cas soigneusement sélectionnées, un examen approfondi de la littérature et l’application d’une technique Delphi, cette étude aboutit à la proposition finale du développement d’un modèle de développement et de maturité pour l’employabilité « Employability Development and Assessment Maturity Model (EDAMM) » qui fournit un mécanisme de diagnostic validé pour évaluer une institution d’enseignement supérieur dans sa capacité d’offre en termes d’employabilité<br>In light of the new economic and societal realities of the 21st Century against the backdrop of the emergence of the knowledge economy and the knowledge society, employability has become a major item on the national and supranational political agenda around the world. Additionally, economic and societal trends of globalization, increased mobility of labour and increased access to education have resulted in changed career perspectives whereby the onus has shifted to the individual in terms of career management. The emergence of the knowledge economy in particular has re-ignited a debate that has been latent since the 60’s around how well Higher Education Institutions deliver on their contribution to the development of the human capital required for societal and economic progress. Even though acknowledged as an issue for decades, the gap between the current labour market requirements and the profile of new graduates that enter the world of work seems to remain a topic of discussion.The construct of employability has evolved over the last few decades whereby extensive studies on the topic have illuminated its highly complex, relative and continuously evolving nature. Up to date however, the construct still suffers from ambiguity around what it is; hence complicating the development of effective Higher Education approaches to address it. For this study the construct of employability will be holistically approached by means of three influencing factors of intrinsic, extrinsic and actionable nature. Five themes of activities in Higher Education Institutions have been identified to hold strong potential to effectively address employability: curriculum, support services, employer engagement, quality measurement and leadership. The holistic conceptualization and the five themes will form the basis of this study’s search for clarity around how employability can effectively be addressed in a Higher Education context and how this can be evaluated.Following a Design Science Research methodology, through a qualitative study of three purposefully sampled case studies, extensive literature review and a Delphi Technique, this study outlines the development towards the final proposal of the Employability Development and Assessment Maturity Model (EDAMM) as a validated diagnostic mechanism to evaluate a Higher Education Institution in its fitness for purpose in terms of employability

With the widespread use of technology in the assessment field, many testing programs use both computer-based tests (CBTs) and paper-and-pencil tests (PPTs). Both the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) and the International Guidelines on Computer-Based and Internet Delivered Testing (International Test Commission, 2005) have called for studies on the equivalence of scores from different modes to support the uses and interpretations of scores across modes. Studies of administration mode effects, however, are quite limited and have found mixed results in the early childhood literature. In addition, little research has focused on both construct comparability and score comparability. The purpose of this study was to examine comparability in two stages. The first stage consisted of a series of analyses performed to investigate construct comparability through methods such as Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Classical Test Theory (CTT) and Item Response Theory (IRT). The second stage included summary analyses performed to investigate score comparability by evaluating the means, standard deviations, score distributions and reliabilities for the overall test scores. Correlations between the two modes and Test Characteristic Curves (TCCs) for the two modes were evaluated. Results indicated that, in general, the constructs and scores were comparable between PPTs and CBTs. The item and domain level analysis suggested that several items and domains seemed to be influenced slightly different by mode, while the scores at the total test level were not impacted by mode. This information could be useful for test developers when making decisions about what items to include on both modes. The current study sought to address gaps in the existing literature. First, this study examined how young test takers perform in a CBT testing environment. This work adds to previous literature in that young test takers have more access to technology than they did when many research studies were previously conducted. Second, this study discussed potential sources of mode effects such as test items and the characteristics of test takers in early elementary grades, another area in which comparability research is lacking. Third, the study evaluated comparability issues in two stages in a comprehensive manner.

This research was two-fold in its purpose: the first purpose being to assess the perceived relevance of the current state competency standards adopted in Texas by the State Board for Educator Certification (SBEC) as they apply to the work of the educational diagnostician and the second being to examine the diagnostician's perceived ability of training institutions to prepare professionals for the field of special education evaluation. This study examined the perceptions of educational diagnosticians (N = 432) through the use of a survey instrument. Specifically the survey instrument was designed to assess diagnosticians' perceptions of importance of the SBEC competencies to special education evaluation in general, and to their practice in particular; the frequency with which they use the competencies; and their degree of training to meet the demands of the competencies through their preparatory program. Results indicate variability with regard to the perceived importance of the competencies and the degree of preparation to meet the demands of the competencies in practice.

There has been an increasing number of students with learning disabilities attending colleges and universities over the past two decades. As a result of federal legislation, institutions of higher education are required through an office of student support services to provide accommodations and modifications for students with disabilities in order to receive federal monies. This semi-structured interview-based qualitative study seeks to understand how four higher education students with disabilities make the choice to “come out” as possessing a learning disability in order to seek academic assistance from the office of student support services. The foundation for this inquiry emerges out of the differences between the medical and social models of disabilities. The framework for the medical model places the individual with a disability as needing to be cured in order to have a normal life, while the social model of disabilities focuses on how society is constructed around able-bodied individuals without substantive consideration for individual differences – specifically disabilities. The data collected were analyzed using a cross-interview analysis of participants’ responses to interview questions. Because little research has been conducted in this content area, the research focused on themes relating to the stigma of disability labels, the choice to come out as possessing a disability, the role of the academic resource center to obtain accommodations and modifications, and the meaning of success for higher education students with disabilities. The stigma associated with possessing a disability while attending an institution of higher education can place additional anxiety on individuals who decide to come out as possessing a disability. The significance of this research to the fields of higher education and disability studies is to gain a better understanding of how the stigma that is associated with students with disabilities affects the manner in which they choose to access student support services and identify themselves as possessing a learning disability. By making the choice to be identified as possessing a disability, students can access academic accommodations and modifications to support academic success, yet the same choice has the potential to have a negative social consequence of being socially labeled as an othered individual. The outcomes for this research study can inform policies and practices relating to the self-identification that students with disabilities must adhere to in order to obtain accommodations and modifications.

The book describes the ways and methods of psychodiagnostic examination of children. The results of psychodiagnostic examination of the basis for the development of a specialized program of psychotherapy and psychocorrection, which are implemented as psychologist more successful, more reliable and more accurate than was performed psychodiagnostic assessment. Given the material on the basic methods of statistical evaluation of empirical data. Also consider the relationship of psycho-diagnostics, psycho-correction and psychological counseling.&#x0D; Meets the requirements of Federal state educational standards of higher education of the last generation.&#x0D; For students of higher educational institutions specializing in training 44.03.01 "Pedagogical education" profile "Preschool education" and "Primary education".

The objective of this paper is to propose an engineering design educational pedagogy on how to improve the engineering design skills. The design engineering activity is a complex mix of skills and knowledge that has been taught over decades by directly delivering to the students the design methodologies developed by design researchers and by exposing the students to open ended projects that can develop their design skills. From this we can conclude that the three main pedagogical components of a successful educational design experience are: the design skills, the design methods and the design projects. However the individual design skills must be properly developed in the student prior to the project experience and since this is generally not the case, makes it an overwhelming challenge for the student. We present an approach to design engineering teaching through four main steps: First, define the desired knowledge and skills to be acquired by the student during the learning process. Second, organize the skills to be acquired in complexity levels. Third, generate educational objectives for each of the skills. Although the scope of this paper stops here, the educational objectives can be transformed in educational tasks (i.e. lectures, problems, exams, etc.) by using educational theories (teaching styles, learning styles, etc.) in such a way that the student will be able to develop those skills. This model could serve initially as a diagnostic tool to characterize the current set of skills of a given design course or program. The model can also be used to implement educational tasks into the classroom and labs depending on the desired student profile.

This article focuses on the development and field testing of instructional design concepts and educational software to teach diagnostic skills necessary to identify and solve problems in complex technical systems. Using concept mapping software along with expert-system programs, the overall software package enables technical workers and students in technology and engineering fields to benefit from personalized, iterative interactions that permit them to design visual maps of a diagnostic strategy and to allow direct and automatic comparison of their visual map to an expert’s map. The computer-based modules are developed in the Lectora authoring system and incorporate the VUE concept mapping software. The self-paced, interactive modules include an introduction stage, a visual mapping tutorial stage and a technical system and problem stage. Two technical systems will provide the context for a technical problem, the systems are: 1.) electrical power grid, and 2.) heat exchanger used in a waste plastic pelletizer machine. The educational software can be tailored to include other technical systems and technical problems. This article demonstrates implementation of Similarity Flooding Algorithm (SFA) to solve engineering problems. SFA is used to match nodes and links between learner’s and expert’s concept maps. To compare two process maps, SFA needs to consider both the relations (links) between nodes and the content of the nodes. In this article, we describe four improvements to the original SFA code to improve the comparison between two different concept (or process) maps: 1) Similarity of two strings is calculated by comparing the two strings character by character, which means that two strings get lower similarity if they are not the same exactly. During the comparison, WordNet® thesaurus is used to accurately evaluate the content of nodes; 2) Base similarity includes absolute similarity for each paired nodes, according to their links and content, but the overall similarity of the maps is calculated based on the relative similarity of each pair; 3) In a process map, the importance of each node could be different and important nodes have more weighting in overall similarity; 4) We consider two threshold values in the comparison algorithm. One is similarity threshold for the similarity based on the connections (links) of the nodes; the other is synonym threshold for the semantic similarity of content. If the similarity is lower than the thresholds, it could be considered as discarded. At the end, we analyze the collected data and show the effectiveness of the proposed technique to solve educational and training problems.

Technology on gas turbine gas path diagnostics has become more and more mature over the years and the demand of the technology in industrial applications, training and education is increasing. To make the technology more accessible to gas turbine users in different areas, including gas turbine design, operation, condition monitoring, maintenance, education, training, etc., comprehensive software to support an easy, fast and user friendly application of the technology has become highly desirable. In this paper, gas turbine thermodynamic performance and diagnostics software, PYTHIA, and a training model on gas turbine gas path diagnostics have been introduced. The objective of the training is to provide trainees the knowledge and an opportunity to effectively learn how to set up gas turbine thermodynamic performance models, understand degradation effects on engine performance, improve the accuracy of engine performance models, pre-process measurement data, detect sensor faults and carry out engine diagnostic analysis. Four tutorial exercises are provided to demonstrate how to use the PYTHIA software to support the training and education. As the gas path diagnostic technology and the software have been developed for industrial applications, particular for gas turbine condition monitoring and diagnostics, it is user friendly and has a high level of flexibility to be used for different gas turbine engines and can be accessed remotely via internet. Therefore it provides a useful tool and a virtual environment to enhance the effectiveness of the training and education of the technology. Such technology and training model is suitable for professional engineers and postgraduate students.

The paper discusses how the principles employed for monitoring the performance of gas turbines in industrial duty can be explained by using suitable Gas Turbine performance models. A particular performance model that can be used for educational purposes is presented. The model allows the presentation of basic rules of gas turbine engine behavior and helps understanding different aspects of its operation. It is equipped with a graphics interface, so it can present engine operating point data in a number of different ways: operating line, operating points of the components, variation of particular quantities with operating conditions etc. Its novel feature, compared to existing simulation programs, is that it can be used for studying cases of faulty engine operation. Faults can be implanted into different engine components and their impact on engine performance studied. The notion of fault signatures on measured quantities is clearly demonstrated. On the other hand, the model has a diagnostic capability, allowing the introduction of measurement data from faulty engines and providing a diagnosis, namely a picture of how the performance of engine components has deviated from nominal condition, and how this information gives the possibility for fault identification.

The article provides a theoretical justification of the model of psychological and pedagogical support of the process of socialization of children of senior preschool age with a general speech underdevelopment. Based on the selected criteria and indicators, a diagnostic program has been developed that allows you to determine the level of formation of the components of socialization of preschoolers with speech disorders — behavioral, cognitive, social and personal. The authors obtained primary data for assessing the level of formation of the studied components of socialization. It is established that children of this category experience difficulties of a communicative, motivational, cognitive nature, which negatively affects the process of their socialization. One of the problematic aspects is the insufficiently formed level of voluntary self-regulation in them. The results obtained are interpreted as manifestations of modal-nonspecific patterns of impaired development and are used to justify the specifics of psychological and pedagogical support of the process of socialization of children in this category. The developed model of psychological and pedagogical support of these children includes three blocks: diagnostic-designing, correctionaldeveloping, consultative-methodical. The authors described the specifics of the content and methods for implementing each of them. The psychological and pedagogical conditions for the socialization of preschoolers with a general underdevelopment of speech are highlighted: the creation of a psychologically positive microclimate supporting the child’s communication in the family and kindergarten; carrying out special work to correct the deficiencies in the development of the components of socialization revealed in them during the diagnosis; development and implementation of an individual educational trajectory for the development of a preschool child with general speech underdevelopment, taking into account the specifics of nosology; systematic monitoring of the psychological and pedagogical status of the child in terms of changing the dynamics of mental development. As one of the conditions, the influence of arbitrary self-regulation on the success of the development of the listed components of socialization was considered.

The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.

The electronic course "Introduction to the engineering class" is an electronic educational course for the implementation of the module of the vocational guidance program of additional education for schoolchildren of a technical orientation. Powered by LMS Moodle platform, contains multimedia and interactive resources. Available through a browser with built-in FleshPlayer, no additional software required. The electronic course includes materials on mathematics, physics, astronomy. Classes based on the e-course involve the use of electronic course resources in teleconference mode and independent work mode.

In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.

1.1 Macroeconomic summary Economic recovery has consistently outperformed the technical staff’s expectations following a steep decline in activity in the second quarter of 2020. At the same time, total and core inflation rates have fallen and remain at low levels, suggesting that a significant element of the reactivation of Colombia’s economy has been related to recovery in potential GDP. This would support the technical staff’s diagnosis of weak aggregate demand and ample excess capacity. The most recently available data on 2020 growth suggests a contraction in economic activity of 6.8%, lower than estimates from January’s Monetary Policy Report (-7.2%). High-frequency indicators suggest that economic performance was significantly more dynamic than expected in January, despite mobility restrictions and quarantine measures. This has also come amid declines in total and core inflation, the latter of which was below January projections if controlling for certain relative price changes. This suggests that the unexpected strength of recent growth contains elements of demand, and that excess capacity, while significant, could be lower than previously estimated. Nevertheless, uncertainty over the measurement of excess capacity continues to be unusually high and marked both by variations in the way different economic sectors and spending components have been affected by the pandemic, and by uneven price behavior. The size of excess capacity, and in particular the evolution of the pandemic in forthcoming quarters, constitute substantial risks to the macroeconomic forecast presented in this report. Despite the unexpected strength of the recovery, the technical staff continues to project ample excess capacity that is expected to remain on the forecast horizon, alongside core inflation that will likely remain below the target. Domestic demand remains below 2019 levels amid unusually significant uncertainty over the size of excess capacity in the economy. High national unemployment (14.6% for February 2021) reflects a loose labor market, while observed total and core inflation continue to be below 2%. Inflationary pressures from the exchange rate are expected to continue to be low, with relatively little pass-through on inflation. This would be compatible with a negative output gap. Excess productive capacity and the expectation of core inflation below the 3% target on the forecast horizon provide a basis for an expansive monetary policy posture. The technical staff’s assessment of certain shocks and their expected effects on the economy, as well as the presence of several sources of uncertainty and related assumptions about their potential macroeconomic impacts, remain a feature of this report. The coronavirus pandemic, in particular, continues to affect the public health environment, and the reopening of Colombia’s economy remains incomplete. The technical staff’s assessment is that the COVID-19 shock has affected both aggregate demand and supply, but that the impact on demand has been deeper and more persistent. Given this persistence, the central forecast accounts for a gradual tightening of the output gap in the absence of new waves of contagion, and as vaccination campaigns progress. The central forecast continues to include an expected increase of total and core inflation rates in the second quarter of 2021, alongside the lapse of the temporary price relief measures put in place in 2020. Additional COVID-19 outbreaks (of uncertain duration and intensity) represent a significant risk factor that could affect these projections. Additionally, the forecast continues to include an upward trend in sovereign risk premiums, reflected by higher levels of public debt that in the wake of the pandemic are likely to persist on the forecast horizon, even in the context of a fiscal adjustment. At the same time, the projection accounts for the shortterm effects on private domestic demand from a fiscal adjustment along the lines of the one currently being proposed by the national government. This would be compatible with a gradual recovery of private domestic demand in 2022. The size and characteristics of the fiscal adjustment that is ultimately implemented, as well as the corresponding market response, represent another source of forecast uncertainty. Newly available information offers evidence of the potential for significant changes to the macroeconomic scenario, though without altering the general diagnosis described above. The most recent data on inflation, growth, fiscal policy, and international financial conditions suggests a more dynamic economy than previously expected. However, a third wave of the pandemic has delayed the re-opening of Colombia’s economy and brought with it a deceleration in economic activity. Detailed descriptions of these considerations and subsequent changes to the macroeconomic forecast are presented below. The expected annual decline in GDP (-0.3%) in the first quarter of 2021 appears to have been less pronounced than projected in January (-4.8%). Partial closures in January to address a second wave of COVID-19 appear to have had a less significant negative impact on the economy than previously estimated. This is reflected in figures related to mobility, energy demand, industry and retail sales, foreign trade, commercial transactions from selected banks, and the national statistics agency’s (DANE) economic tracking indicator (ISE). Output is now expected to have declined annually in the first quarter by 0.3%. Private consumption likely continued to recover, registering levels somewhat above those from the previous year, while public consumption likely increased significantly. While a recovery in investment in both housing and in other buildings and structures is expected, overall investment levels in this case likely continued to be low, and gross fixed capital formation is expected to continue to show significant annual declines. Imports likely recovered to again outpace exports, though both are expected to register significant annual declines. Economic activity that outpaced projections, an increase in oil prices and other export products, and an expected increase in public spending this year account for the upward revision to the 2021 growth forecast (from 4.6% with a range between 2% and 6% in January, to 6.0% with a range between 3% and 7% in April). As a result, the output gap is expected to be smaller and to tighten more rapidly than projected in the previous report, though it is still expected to remain in negative territory on the forecast horizon. Wide forecast intervals reflect the fact that the future evolution of the COVID-19 pandemic remains a significant source of uncertainty on these projections. The delay in the recovery of economic activity as a result of the resurgence of COVID-19 in the first quarter appears to have been less significant than projected in the January report. The central forecast scenario expects this improved performance to continue in 2021 alongside increased consumer and business confidence. Low real interest rates and an active credit supply would also support this dynamic, and the overall conditions would be expected to spur a recovery in consumption and investment. Increased growth in public spending and public works based on the national government’s spending plan (Plan Financiero del Gobierno) are other factors to consider. Additionally, an expected recovery in global demand and higher projected prices for oil and coffee would further contribute to improved external revenues and would favor investment, in particular in the oil sector. Given the above, the technical staff’s 2021 growth forecast has been revised upward from 4.6% in January (range from 2% to 6%) to 6.0% in April (range from 3% to 7%). These projections account for the potential for the third wave of COVID-19 to have a larger and more persistent effect on the economy than the previous wave, while also supposing that there will not be any additional significant waves of the pandemic and that mobility restrictions will be relaxed as a result. Economic growth in 2022 is expected to be 3%, with a range between 1% and 5%. This figure would be lower than projected in the January report (3.6% with a range between 2% and 6%), due to a higher base of comparison given the upward revision to expected GDP in 2021. This forecast also takes into account the likely effects on private demand of a fiscal adjustment of the size currently being proposed by the national government, and which would come into effect in 2022. Excess in productive capacity is now expected to be lower than estimated in January but continues to be significant and affected by high levels of uncertainty, as reflected in the wide forecast intervals. The possibility of new waves of the virus (of uncertain intensity and duration) represents a significant downward risk to projected GDP growth, and is signaled by the lower limits of the ranges provided in this report. Inflation (1.51%) and inflation excluding food and regulated items (0.94%) declined in March compared to December, continuing below the 3% target. The decline in inflation in this period was below projections, explained in large part by unanticipated increases in the costs of certain foods (3.92%) and regulated items (1.52%). An increase in international food and shipping prices, increased foreign demand for beef, and specific upward pressures on perishable food supplies appear to explain a lower-than-expected deceleration in the consumer price index (CPI) for foods. An unexpected increase in regulated items prices came amid unanticipated increases in international fuel prices, on some utilities rates, and for regulated education prices. The decline in annual inflation excluding food and regulated items between December and March was in line with projections from January, though this included downward pressure from a significant reduction in telecommunications rates due to the imminent entry of a new operator. When controlling for the effects of this relative price change, inflation excluding food and regulated items exceeds levels forecast in the previous report. Within this indicator of core inflation, the CPI for goods (1.05%) accelerated due to a reversion of the effects of the VAT-free day in November, which was largely accounted for in February, and possibly by the transmission of a recent depreciation of the peso on domestic prices for certain items (electric and household appliances). For their part, services prices decelerated and showed the lowest rate of annual growth (0.89%) among the large consumer baskets in the CPI. Within the services basket, the annual change in rental prices continued to decline, while those services that continue to experience the most significant restrictions on returning to normal operations (tourism, cinemas, nightlife, etc.) continued to register significant price declines. As previously mentioned, telephone rates also fell significantly due to increased competition in the market. Total inflation is expected to continue to be affected by ample excesses in productive capacity for the remainder of 2021 and 2022, though less so than projected in January. As a result, convergence to the inflation target is now expected to be somewhat faster than estimated in the previous report, assuming the absence of significant additional outbreaks of COVID-19. The technical staff’s year-end inflation projections for 2021 and 2022 have increased, suggesting figures around 3% due largely to variation in food and regulated items prices. The projection for inflation excluding food and regulated items also increased, but remains below 3%. Price relief measures on indirect taxes implemented in 2020 are expected to lapse in the second quarter of 2021, generating a one-off effect on prices and temporarily affecting inflation excluding food and regulated items. However, indexation to low levels of past inflation, weak demand, and ample excess productive capacity are expected to keep core inflation below the target, near 2.3% at the end of 2021 (previously 2.1%). The reversion in 2021 of the effects of some price relief measures on utility rates from 2020 should lead to an increase in the CPI for regulated items in the second half of this year. Annual price changes are now expected to be higher than estimated in the January report due to an increased expected path for fuel prices and unanticipated increases in regulated education prices. The projection for the CPI for foods has increased compared to the previous report, taking into account certain factors that were not anticipated in January (a less favorable agricultural cycle, increased pressure from international prices, and transport costs). Given the above, year-end annual inflation for 2021 and 2022 is now expected to be 3% and 2.8%, respectively, which would be above projections from January (2.3% and 2,7%). For its part, expected inflation based on analyst surveys suggests year-end inflation in 2021 and 2022 of 2.8% and 3.1%, respectively. There remains significant uncertainty surrounding the inflation forecasts included in this report due to several factors: 1) the evolution of the pandemic; 2) the difficulty in evaluating the size and persistence of excess productive capacity; 3) the timing and manner in which price relief measures will lapse; and 4) the future behavior of food prices. Projected 2021 growth in foreign demand (4.4% to 5.2%) and the supposed average oil price (USD 53 to USD 61 per Brent benchmark barrel) were both revised upward. An increase in long-term international interest rates has been reflected in a depreciation of the peso and could result in relatively tighter external financial conditions for emerging market economies, including Colombia. Average growth among Colombia’s trade partners was greater than expected in the fourth quarter of 2020. This, together with a sizable fiscal stimulus approved in the United States and the onset of a massive global vaccination campaign, largely explains the projected increase in foreign demand growth in 2021. The resilience of the goods market in the face of global crisis and an expected normalization in international trade are additional factors. These considerations and the expected continuation of a gradual reduction of mobility restrictions abroad suggest that Colombia’s trade partners could grow on average by 5.2% in 2021 and around 3.4% in 2022. The improved prospects for global economic growth have led to an increase in current and expected oil prices. Production interruptions due to a heavy winter, reduced inventories, and increased supply restrictions instituted by producing countries have also contributed to the increase. Meanwhile, market forecasts and recent Federal Reserve pronouncements suggest that the benchmark interest rate in the U.S. will remain stable for the next two years. Nevertheless, a significant increase in public spending in the country has fostered expectations for greater growth and inflation, as well as increased uncertainty over the moment in which a normalization of monetary policy might begin. This has been reflected in an increase in long-term interest rates. In this context, emerging market economies in the region, including Colombia, have registered increases in sovereign risk premiums and long-term domestic interest rates, and a depreciation of local currencies against the dollar. Recent outbreaks of COVID-19 in several of these economies; limits on vaccine supply and the slow pace of immunization campaigns in some countries; a significant increase in public debt; and tensions between the United States and China, among other factors, all add to a high level of uncertainty surrounding interest rate spreads, external financing conditions, and the future performance of risk premiums. The impact that this environment could have on the exchange rate and on domestic financing conditions represent risks to the macroeconomic and monetary policy forecasts. Domestic financial conditions continue to favor recovery in economic activity. The transmission of reductions to the policy interest rate on credit rates has been significant. The banking portfolio continues to recover amid circumstances that have affected both the supply and demand for loans, and in which some credit risks have materialized. Preferential and ordinary commercial interest rates have fallen to a similar degree as the benchmark interest rate. As is generally the case, this transmission has come at a slower pace for consumer credit rates, and has been further delayed in the case of mortgage rates. Commercial credit levels stabilized above pre-pandemic levels in March, following an increase resulting from significant liquidity requirements for businesses in the second quarter of 2020. The consumer credit portfolio continued to recover and has now surpassed February 2020 levels, though overall growth in the portfolio remains low. At the same time, portfolio projections and default indicators have increased, and credit establishment earnings have come down. Despite this, credit disbursements continue to recover and solvency indicators remain well above regulatory minimums. 1.2 Monetary policy decision In its meetings in March and April the BDBR left the benchmark interest rate unchanged at 1.75%.