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Sliedrecht, Susan Beverley. "Life skills for adolescence : evaluative research on the Quest programme." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22495.
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The Quest Life Skills for Adolescence is a two-year programme, for Standard 6 and 7 pupils. The goal of the programme is to assist adolescents to effectively manage the life tasks associated with the adolescent years. The programme is school based consisting of eight modules, each module dealing with a different subject. The method of instruction, as with most life skills programmes, is participatory learning as opposed to didactic teaching. This pilot-study was based at the Sentinel High School in Hout Bay. The study evaluates whether module one and two of the Quest Life Skills programme achieved their objectives. The second purpose was to devise an evaluation tool that could be used by other schools to evaluate modules one and two of the Quest programme. A multifaceted study design was adopted in the evaluation process. The instruments used were questionnaires, group discussions, Rosenberg's Self-Esteem Scale (1965) and a game. The results reveal that module one of the programme did enable pupils to gain a better understanding of adolescence. Pupils were, however, not totally conversant with the four aspects of change that would take place in adolescence namely physical, emotional, social and intellectual change. They seemed more familiar with the changes that would take place in the physical and emotional realms than in the intellectual and social realms. The findings confirmed that a safe supportive environment, conducive to learning, had been established. Module two of the programme dealt with self-confidence/self-esteem. The self-esteem of participant's, in the Quest programme, increased marginally, but the results yielded showed that a statistically significant improvement did not take place when compared with the comparative group. Participants reported that the programme was of great benefit to them. It was the first time for the majority of the participants that they had been exposed to life skills training. Based on the above findings, an evaluation package was compiled, for schools to use, to evaluate the effectiveness of the first two modules of the Quest programme.
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Chauvin, James Brodie. "An analysis of evaluative research : the case of primary health care." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24593.
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The primary health care (PHC) model is being actively promoted as an effective and lower-cost alternative to conventional health care delivery systems in many developing countries. Despite the fact that over 300 PHC projects of varying scale have been implemented and reported on throughout the Third World over the past two decades, there appears to be little evidence available to support the popular hypothesis that the availability and utilization of primary health care services necessarily results in significant improvements in health. The objective of this thesis is to identify alternative strategies for evaluating PHC projects which will establish credible and useful results. The thesis reviews the evolution of both the PHC model and evaluative research methodologies, and then presents a critical analysis of a set of PHC project evaluations. The aim of this exercise is to identify some of the major factors which have limited the validity, utility and significance of the evaluation results. The thesis suggests that less rigorous evaluative research designs and evaluative techniques which use a combination of quantitative and qualitative data be used to enhance the credibility and utility of evaluation results.Medicine, Faculty of
Population and Public Health (SPPH), School of
Graduate
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Raines, Joshua A. "Same-sex sexual harassment : factors affecting the perceptions of an evaluative third party." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236371.
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Andersen, DeEtta Lorick. "Evaluative Feedback: How K-12 Teachers Respond." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2514.
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This sequential mixed methods study addressed the need for research that both described and explained how teachers of varying experience respond to administrative evaluative feedback. Formative evaluation theory of Scriven and professional growth models of Steffy and Fessler served as theoretical models for data analysis. An online survey asking teachers how they changed their practices and what accounted for their response was received from 270 teachers in 1 Midwestern state. Of these, 9 teachers of varying experience were interviewed. The quantitative data showed that most teachers do not change practices on the 8 state teaching standards in response to feedback. An independent sample t test revealed statistically significant differences between teachers of varying experience in 3 standards: support of district goals, classroom management, and instruction. . An ANOVA found no significant effect between teaching experience and the length of time since the feedback was provided to the teacher. Qualitative data found a variety of social, personal, organizational, and student-based needs that accounted for teachers' response to feedback. In teachers that made changes to practices, administrator suggestion was the most important factor, but conversations with colleagues were also important. However, most teachers did not receive formative feedback. Organizational factors such as state initiatives to change instruction influenced teachers of more experience than novice teachers. These findings can help administrators improve the formative effect of their feedback. Understanding how evaluative feedback leads to changes in teaching practices should improve feedback systems in schools across the nation which subsequently should lead to in more effective teaching practices.
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Myatt, J. R. "Evaluation research and early intervention : An analysis of evaluative issues in home-based interventions with young developmentally delayed children." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380783.
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Bornegrim, Lucas, and Gustav Holmquist. "Robotic process automation - An evaluative model for comparing RPA-tools." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413636.
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This research studies the three market-leading RPA-tools, Automation Anywhere, Blue Prism and UiPath, in order to fill the lack of literature regarding methods for evaluating and comparing RPA-tools. Design science research was performed by designing and creating artefacts in the form of process implementations and an evaluative model. A typical process representing a common area of use was implemented using each of the three RPA-tools, in order to create an evaluative model. Official documentation, along with the three implementations, were studied. Evaluative questions specific to RPA-tool evaluation were created based on a quality model for product quality found in the ISO/IEC 25010 standard. Characteristics dependant on organisational context were not included in the evaluation, in order to create an evaluative model which is not dependant on any specific business environment. The results of the research provide knowledge of (1) how RPA-tools can be implemented and (2) the differences that exist between the three market-leading RPA tools. The research also contributes in the form of a method for investigating and evaluating the RPA-tools. When creating the evaluative model, some of the criteria found in the ISO/IEC 25010 quality model were concluded to be of low relevance and, therefore, not included in the model. By analysing and evaluating the created evaluative model, using a theoretical concept of digital resources and their evaluation, the validity of the evaluative model was reinforced. From an evaluative perspective, this research emphasises the need to appropriate and change existing evaluative methods in order to successfully evaluate the most relevant characteristics of RPA-tools.Denna forskning studerar de tre marknadsledande RPA-verktygen, Automation Anywhere, Blue Prism och UiPath, för att fylla bristen på litteratur om metoder för utvärdering och jämförelse av RPA-verktyg. Design science research genomfördes genom att utforma och skapa artefakter i form av processimplementeringar och en utvärderingsmodell. En typisk process som representerar ett vanligt användningsområde implementerades med användning av vart och ett av de tre RPA-verktygen för att skapa en utvärderingsmodell. Officiell dokumentation, tillsammans med de tre implementeringarna, studerades. Utvärder-ingsfrågor specifika för RPA-verktygsutvärdering skapades baserat på en kvalitetsmodell för produktkvalitet som finns i ISO/IEC 25010-standarden. Egenskaper som är beroende av organisatoriskt sammanhang ingick inte i utvärderingen för att skapa en utvärderingsmodell som inte är beroende av någon specifik affärsmiljö. Resultaten av forskningen ger kunskap om (1) hur RPA-verktyg kan implementeras och (2) skillnaderna som finns mellan de tre marknadsledande RPA-verktygen. Forskningen bidrar också i form av en metod för att undersöka och utvärdera RPA-verktygen. Vid skapandet av utvärderingsmodellen drogs slutsatsen att några av kriterierna i kvalitetsmodellen i ISO/IEC 25010 var av låg relevans och de är därför inte inkluderade i den resulterande modellen. Genom att analysera och utvärdera den skapade utvärderingsmodellen, med hjälp av ett teoretiskt koncept av digitala resurser och deras utvärdering, förstärktes utvärderingsmodellens validitet. Ur ett utvärderingsperspektiv betonar denna forskning behovet av att anpassa och ändra befintliga utvärderingsmetoder för att framgångsrikt utvärdera de mest relevanta egenskaperna hos RPA-verktyg.
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Barac, Karin. "Exploring the Intersection of Context, Pedagogy, and Technology in Australian Higher Education Academic Coursework." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/411892.
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Digital transformation within higher education learning and teaching is a wicked problem, one of complexity, involving multiple moving parts and interdependencies (Marshall, 2018). Current conversations tend to coalesce around whether transformation is a pedagogical problem or a technological problem. However, when one takes a pedagogy-first approach, the contextual forces around the technology are ignored (Dron, 2012), and the same is true in a technology-first approach. This research aimed to take a more holistic approach to explore the interdependencies between context, pedagogy, and technology in higher education. To study how they associate and, more importantly, how they influence each other, producing actionable knowledge for designing and supporting effective technology-enabled learning environments. Digital learning and teaching knowledge is often explored through the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), especially in K-12 learning environments and teacher education programs. While TPACK can assess teacher beliefs about pedagogical and technical knowledge, little has been done to explore how those working in higher education institutions apply this knowledge within their design approaches to build learning and teaching environments with their students. The study of learning and teaching environments is often a separate line of inquiry. Digital learning environments and the actions within are often explored through the use of the Community of Inquiry (Garrison et al., 2000) framework. This study combined these two lines of inquiry by developing an evaluative tool, a new deductive codebook, that drew on these two frameworks within these disparate areas of educational technology research. This codebook brought together aspects of context, technology-enabled design, and the learning and teaching experience to understand digital teaching and learning practices within their lived environments. This study sought to understand these practices from both an academic and student perspective by using a case study methodology to generate rich qualitative data for five academics. Each academic’s design process was captured through a mixed-methods approach, including survey responses, semi-structured interviews, and collection of online course artefacts (course outline documents and course websites). Their course designs and communication of their designs were analysed through both content and network analyses. Focus group interviews with their students were also conducted to understand their perspectives on the coursework and how the students understood the academics’ intentions for their designs. Through this multi-layered lens, this study found that while the academics were able to describe their pedagogical and technological approaches towards course design, their ideas were not always linked to how the actions of students or themselves contributed to the overall realisation of the learning experience. The context within which academics design courses also had significant positive and negative influence on their approaches towards technology-enabled design. The study also identified that the communication of designs to students did not always reflect the intent of the design, express the student’s responsibility within the designs or set them up for success in navigating the learning and teaching environment. As a result, students struggled to discern their responsibilities within these environments. The student data also highlighted that they bring their own understandings of pedagogy and technology, understandings that can be at odds with the academics’ own ideas or intentions for the learning and teaching environment, which can constrain the perception of success of the course for both the academics and students. This research complements and builds on understanding the highly contextual nature of academic coursework as a complex system. The combined use of the theoretical frameworks in a qualitative codebook highlighted the importance of investigating academic design knowledge in action. Revealing that the gaps in teacher knowledge do not lie so much between pedagogy and technology rather lie in the effective realisation of the learning and teaching experience with students as active participants. The implications support further research in how academics build and use this knowledge within their course designs and how contextual forces influence how knowledge is applied to create and sustain learning environments with their students.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Kristén, Lars. "Possibilities offered by interventional sports programmes to children and adolescents with physical disabilities : an explorative and evaluative study." Doctoral thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1318.
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Today, sport is a topic that interests and engages many people. However, pursuing sporting activities and being a member of a sports club is not a matter of course for children and adolescents with physical disabilities. The overall aim of this thesis is to study the possibilities offered by interventional sports programmes to children and adolescents with physical disabilities and to describe in what way they can be offered meaningful physical activities as well as active participation in sport clubs, with a view to improving their health and socialisation through sport. The thesis includes three descriptive and one evaluative study. The results of the thesis rest on a combination of methods: practical- empirical experiences based on theoretical reasoning, interviews in line with a method inspired by phenomenography, and data from questionnaires analysed by descriptive and analytical statistics. The results are also based on a variety of data sources i.e. children, young people and parents as well as theory triangulation i.e. socialisation and health. According to the findings, sports programmes offered possibilities to children and adolescents with physical disabilities for improving their health and socialisation. An important component of the sports programmes were sports clubs that offered meaningful physical activities as well as active participation. Guidelines for co-operation in and the organisation of sports programme for children and adolescents with physical disabilities were of great importance and should involve the families as well as sports organisations and local authorities. The children and adolescents regarded sport as a form of social arena to enhance their participation in society and as a means for achieving better health. They also stressed the importance of knowledge and experiencing nature as factors that promote an active and healthy lifestyle. The parents regarded sport as a form of health education and as a means for their children to achieve increased participation in society. The parents also stressed the fact that the learning process was important for empowering the children to influence their life situation. The findings also illustrate the importance of building co-operation between the habilitation centre, sports clubs and families of children with physical disabilities by means of a working team, as well as the importance of the sports movement opening up its activities to children and adolescents with functional disabilities and each sports club appointing a contact person with special responsibility for this target group. Continued external support was regarded as necessary in order to assist the sports clubs in implementing permanent and well-functioning activities in partnership with a personal sport and health counsellor, who advises and supports the children and adolescents to participate in physical activity.
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Siu, Chun Yu. "Fund commentary : exploring its structure and use of evaluative lexis by fund managers of good- and bad-performing funds." HKBU Institutional Repository, 2010. https://repository.hkbu.edu.hk/etd_ra/1218.
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Eigelaar, Ilse. "The use of peer review as an evaluative tool in science." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52587.
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Thesis (MPhil)--Stellenbosch University, 2001.ENGLISH ABSTRACT: Peer review as an institutional mechanism for certifying knowledge and allocating resources dates back as far as 1665. Today it can with confidence be stated that it is one of the most prominent evaluative tools used in science to determine the quality of research across all scientific fields. Given the transformation within the processes of knowledge production, peer review as an institutionalised method of the evaluation of scientific research has not been unaffected. Peer reviewers have to act within a system of relevant science and find themselves responsible to the scientific community as well as to public decision-makers, who in turn are responsible to the public. This dual responsibility of reviewers led to the development of criteria to be used in the evaluation process to enable them to measure scientific excellence as well as the societal relevance of science. In this thesis peer review in science is examined within the context of these transformations. In looking at the conceptual and methodological issues raised by peer review, definitions of peer review, its history and contexts of application are examined followed by a critique on peer review. Peer review in practice is also explored and the evaluation processes of four respective funding agencies are analysed with regards to three aspects intrinsic to the peer review process: the method by which reviewers are selected, the review criteria by which proposals are rated, and the number of review stages within each review process. The thesis concludes with recommendations for possible improvements to the peer review process and recommended alternatives to peer review as an evaluative tool.
AFRIKAANSE OPSOMMING: Portuurgroep-evaluering as 'n geïnsitutsionaliseerde meganisme in die sertifisering van kennis en die toewys van hulpbronne dateer terug so ver as 1665. Huidiglik kan dit as een van die mees prominente metingsinstrumente van die kwaliteit van navorsing in alle wetenskaplike velde beskou word. Die transformasies wat plaasgevind het binne die prosesse waar kennis gegenereer word, het ook nie portuurgroep-evaluaring as 'n geïnstitusionaliseerde metode van evaluering ongeraak gelaat nie. Portuurgroep-evalueerders bevind hulself binne 'n sisteem van relevante wetenskap. Binne hierdie sisteem het hulle 'n verantwoordelikheid teenoor die wetenskaplike gemeenskap sowel as die publiekebesluitnemers wat op hul beurt weer verantwoordelik is teenoor die publiek. Hierdie dubbele verantwoordelikheid het tot gevolg die saamstel van kriteria waarvolgens evalueerders wetenskaplike uitmuntendheid sowel as relevansie tot die breër samelewing kan meet. Hierdie tesis ondersoek portuurgroep-evaluering teen die agtergrond van hierdie transformasies. Die konseptueie en metodologiese aspekte van portuurgroepevaluering word ondersoek deur eerstens te kyk na definisies van portuurgroepevaluering, die geskiedenis daarvan en kontekste waarbinne dit gebruik word. Tweedens word gekyk na kritiek gelewer op portuurgroep-evaluering. Portuurgroep evaluering binne die praktyk word ook ondersoek waar vier onderskeie befondsingsagentskappe se evaluerings prosesse geanaliseer word. Hierdie analise word gedoen in terme van drie essensiële aspekte binne portuurgroep- evaluering. Hierdie drie aspekte is as volg: 1) die wyse waarop evalueerders geselekteer word, 2) die evalueringskriteria waarvolgens navorsingsvoorstelle gemeet word en 3) die hoeveelheid evalueringsfases binne die protuurgroep-evaluerings proses. Laastens word aanbevelings ter verbetering van die portuurgroep-evaluerings proses as ook voorstelle tot moontlike alternatiewe tot portuurgroep-evaluering as 'n evaluerings instrument gebied.
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Schindler, Eduardo. "A avaliação de políticas públicas como processo de aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/114437.
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O presente trabalho objetiva contribuir com a ligação entre teoria e prática da avaliação de políticas públicas. Para tanto, busca descrever um mecanismo de avaliação que constitua a base de um processo de aprendizagem em um sistema de políticas públicas. Entende-se por aprendizagem o fenômeno de aproveitamento das informações geradas pelos processos avaliativos de modo a responder às demandas e suportes no sentido de se reorganizar em busca dos objetivos da política pública. A descrição do mecanismo é feita a partir de uma revisão teórica sobre a modelagem de sistemas, o Modelo Lógico, a pesquisa avaliativa e a avaliação de quarta geração. Considera-se que a combinação dessas técnicas torna mais provável o aproveitamento das informações da avaliação, constituindo, desta forma, um mecanismo de aprendizagem.This paper intends to contribute with the connection between theory and practice on public policy evaluation. Thereby, it seeks to describe an evaluation procedure that meets the requirements of a learning process in a public policy system. It defines learning process as the phenomenon of application of information generated by the evaluative process in order to meet the demands and supports towards a self rearrangement in pursuit of public police stated goals. The mechanism description is made after a theoretical revision on modeling, on Logic Model, on evaluative research and fourth generation evaluation. It also considers that the combination of these techniques’ improves the use of evaluative information, constituting, thus, a learning mechanism.
Este trabajo tiene como objetivo contribuir con la conexión entre teoría y práctica en la evaluación de políticas públicas. Para tanto, busca describir un mecanismo de evaluación que forma la base de un proceso de aprendizaje en un sistema de políticas públicas. Se entiende por aprendizaje el fenómeno de aprovechamiento de las informaciones generadas por los procesos evaluativos de modo a responder a las demandas e suportes en sentido de cambiarse en busca de los objetivos de la política pública. La descripción del mecanismo es hecha a partir de una revisión teórica sobre modelaje de sistemas, Modelo Lógico, pesquisa evaluativa y evaluación de cuarta generación. Se considera que la combinación de estas técnicas favorece el aprovechamiento de las informaciones de la evaluación, constituyendo, de esta forma, un mecanismo de aprendizaje.
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Becker, Christian Heinrich. "Using eXtreme Programming in a StudentEnvironment: A Case Study." Thesis, Karlstad University, Faculty of Economic Sciences, Communication and IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5763.
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With the advent of shorter time to market of software products there an increasing requirement for techniques and methods to improve the productivity levels in software development together with a requirement for increased flexibility and the introduction of late changes. This in turn has lead to the introduction of a set of techniques known as ―Agile methods which include one methodology known as ―eXtreme Programming. This is a collection of values, principles, and practices. Since these methods are becoming more common in industry, is has become more important to introduce these ideas in the undergraduate curriculum. This case study analysed whether or not it is possible to teach eXtreme Programming at a university by means of a course that presents a mixture of theory and practice within eXtreme programming. In this context, a case study was carried out to determine which of the practices of eXtreme Programming are more appropriate to university projects. The case study indicates that it is worth investing the effort to teach eXtreme Programming to students to enable them to apply eXtreme Programming or at least some of its practices in future business and university projects.
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Braaf, Eldene. "Resilient Educators Support Programme for HIV and AIDS affected educators in the Northern Cape : an evaluative study." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27485.
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The Resilient Educators (REds) Support Programme was compiled by the North West University in 2006. The aim of the REds Programme is to promote the quality of life of HIV and AIDS-affected educators. It is therefore geared towards assisting educators to cope more effectively with the challenges of the pandemic by supporting them to respond adaptively to a teaching context that demands responses more typical of counsellors or social workers, or medical personnel trained to prevent HIV (Theron, Geyer, Strydom&Delport, 2008:84). The content of the REds Programme is grouped into nine modules. Each module provides thematic structure, background information and interactive activities. Since its conception in 2006 and subsequent implementation, REds has continued to evolve, being continually informed by empirical research, with the future aim of disseminating REds to the National Department of Basic Education in South Africa (Theron et al., 2008:84-85). Continual refinement and development of REds have thus been occurring to the extent that the fourth version has been implemented in 2009. REds has to date been implemented in four South African provinces, namely Gauteng, Mpumalanga, Free State and North West Provinces, but not in the Northern Cape. However, its extended implementation in the Northern Cape may deem invaluable to the standardisation of the programme for the South African educational context The goal of the research project was to determine the effectiveness of the REds Support Programme (fourth version) in enhancing the quality of life of HIV and AIDS-affected educators in the Northern Cape. The researcher embarked upon programme evaluation as a type of applied research. The study utilised the triangulation mixed methods research design, as this study combines qualitative and quantitative research methods. The research design for the quantitative research approach was the quasi-experimental comparison group pre-test post-test design, whilst the collective case study design was used for the qualitative research approach. Quantitative data were collected through a group standardised questionnaire, the Professional Quality of Life Scale (ProQOL) and for qualitative data different methods were used including narratives and drawings. The same standardised questionnaire was administered at both the pre- and post-test level with both the experimental and comparison groups. Narratives and drawings were also utilised for both groups before and after exposure to REds. The experimental group consisted of 11 respondents from a specific primary school in Kimberley, Northern Cape, while 10 respondents, from another primary school in Kimberley, participated as part of the comparison group. The quantitative research results suggested that even though a significant difference was indicated between the comparison group and the experimental group as it relates to the measure of burnout at the post-test level, it cannot be certain that this difference is as a result of the experimental group having been exposed to the REds programme, given that a significant difference between these groups already existed at the pre-test level. Qualitative research results, on the other hand, evidently indicated that participants have profited from the REds programme and that there was a positive mind shift in the post-exposure of respondents to the programme. This could be substantiated when comparing post-exposure findings of the comparison group and the experimental group. Based on the data obtained through ProQOL, the REds programme did not adequately address the support needs (Quality of Life) of participants. The qualitative results gathered through narratives and drawings seem to have given a better representation of the impact of the REds programme on participants when compared to the quantitative results. It is recommended that the qualitative component of the research project be elevated as the data gathered through this research method was much richer than the quantitative data. The impact of the programme is evident using this data collection method. It is recommended that other possible standardised questionnaires be explored or a self-structured questionnaire be compiled in order to identify a more applicable measuring instrument. It is also recommended that the possibility of excluding a quantitative measuring instrument be explored.Dissertation (MSW)--University of Pretoria, 2012.
Social Work and Criminology
unrestricted
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Nishina, Yasunori. "Evaluative meanings and disciplinary values : a corpus-based study of adjective patterns in research articles in applied linguistics and business studies." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1540/.
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The purpose of this study is to investigate disciplinary variation in academic writing, focusing in particular on the use of adjective patterns followed by prepositions. The analysis proceeds through a detailed quantitative and qualitative analysis of these patterns in two large corpora of authentic texts. The analysis focuses not only on the specific adjectives found in the patterns themselves, but also on collocations within and around each pattern. The empirical focus of the study will be on two ‘soft-applied’ disciplines (Becher and Trowler 2001), applied linguistics and business studies, as represented by two corpora of research articles drawn from 16 leading journals in each field. Comparison of the results for each corpus shows that there are many differences in form and meaning between the two disciplines: it is argued that the features revealed by my analysis are indicative of the epistemological characteristics of these two different disciplinary discourses. These differences reveal the particular culture and norm of applied linguistics and business studies.
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Raman, Nair R. "An investigative and evaluative study of factors affecting quality of agricultural and farm information services in Kerala." Diss., University of Kerala, 2004. http://www.keralauniversity.edu/.
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Agriculture is not only a country’s backbone of food, livelihood and ecological security systems, but is also the very soul of its sovereignty. In Kerala population density is high and land is scarce. To achieve sustainable advancement in quality of human life, meeting the domestic food requirement is to be given foremost priority in development plans. As the area of cultivation cannot be increased and growth of population cannot be controlled growth in food production is to be achieved by qualitative improvement in farming. This requires improvements in material inputs, farming techniques, storage technology and research. Effective integration of these factors is tied closely to adequate information flow, which can be ensured only by an efficient information system for agricultural education, research, extension and development. So evaluation and improvement of existing information services is very crucial for sustainable agricultural growth. The study evaluates the existing information resources, facilities, services, possibilities for resource sharing, accessibility of external sources, and the factors that affect the quality and efficiency of information services in agricultural sector. Coverage is limited to the State of Kerala. Sample consist 105 institutions of different levels, and information users consisting of 426 scientists and 220 farmers. Different sets of questionnaires and interview schedule were used to elicit information. The study found that agricultural research conducted at various institutions in the region at huge public expense has generated knowledge for improving production. Along with these huge collections of acquired content is also stored in the sector. But when a farmer, an extension worker, a scientist or an administrator needs information it is not easily accessible. The study found that agricultural sector fails to effectively bank on information resources available due to the lack of an information system and network. Recommends an Agricultural and Farm Information System for Kerala. Suggests a model plan for a computer communication network for resource sharing between the agricultural institutions in the State, which will also ensure, smooth flow of results of research down to the grassroots level to achieve maximum productivity in agriculture.
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Meiring, Leslie Frank. "The development of a typology of science teachers' views on the nature of science and science practical work: an evaluative pilot study." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1007607.
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Many theories on the nature of science and the nature of learning have been proposed. In particular, two theoretical orientations have been identified as having a decisive impact on activities in the school science classroom, namely "Inductivism" and "Constructivism". Inductivism views observations as objective, facts as constants and knowledge as being obtained from a fixed external reality. The constructivist view sees all knowledge as "reality" reconstructed in the mind of the learner. Each view predisposes certain orientations towards the science curriculum and within it particularly to assessment. It is postulated that teachers' views on science will influence how they teach and assess it. An "inductivist" teacher is more likely to reward certain approved responses from learners whereas a "constructivist" teacher is more likely to attend to learners' unique observations as evidence of their thinking. In this study a questionnaire was developed in an attempt classify science teachers according to their views on the nature of science and learning, and during this process encourage them to reflect on these views. It is hoped that the instrument could measure any changes in teacher's views as a result of the teachers becoming more reflective practitioners over time. Research indicates that the majority of teachers have a predominantly inductivist view of science. The study confirmed the results of other researchers by showing that a majority of non-tertiary science educators could be classified as being strongly inductivist. However, the overall proportion of these teachers was not as high as expected. Of possible concern was the indication that the strongly constructivist group showed very strong inductivist tendencies when assessing written tests which involved pupils' responses to laboratory observations.
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Alderman, Gwendolyn. "From policy borrowing to implementation : an illuminative evaluation of learning and teaching in higher education in Australia (2002 to 2008)." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/75865/1/Gwendolyn_Alderman_Thesis.pdf.
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This study documents and theorises the consequences of the 2003 Australian Government Reform Package focussed on learning and teaching in Higher Education during the period 2002 to 2008. This is achieved through the perspective of program evaluation and the methodology of illuminative evaluation. The findings suggest that the three national initiatives of that time, Learning and Teaching Performance Fund (LTPF), Australian Learning and Teaching Council (ALTC), and Australian Universities Quality Agency (AUQA), were successful in repositioning learning and teaching as a core activity in universities. However, there were unintended consequences brought about by international policy borrowing, when the short-lived nature of LTPF suggests a legacy of quality compliance rather than one of quality enrichment.
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Luiker, Henry George. "Predictors of outcome for severely emotionally disturbed children in treatment." University of Sydney, 2008. http://hdl.handle.net/2123/2571.
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Doctor of Philosophy (Phd)Despite general agreement that severely emotionally disturbed children and adolescents are an "at risk" group, and that ongoing evaluation and research into the effectiveness of services provided for them is important, very little outcome evaluation actually takes place. The absence of well-conducted and appropriately interpreted studies is particularly notable for day or residential treatment programs, which cater for the most severely emotionally disturbed youths. This thesis outlines the main areas of conceptual, pragmatic and methodological confusion and neglect which impede progress in research in this area. It argues for plurality of data analytic strategies and research designs. It then critically reviews the reported findings about the effectiveness of day and residential treatment in specialist facilities, and the predictors of good outcomes for this treatment type. This review confirms that there is very little to guide practice. Having argued for the legitimacy of its methods and the necessity to address basic questions, the thesis reports the results of a naturalistic study based on data accumulated during a decade-long evaluative research program taking place at Arndell Child and Adolescent Unit, Sydney. The study addresses the question of what child, family and treatment variables predict outcome for 159 children and adolescents treated at this facility from 1990 to 1999. Statistically significant results with large effect size were obtained. Among the most disturbed subgroup of forty three children, (a) psychodynamic milieu-based treatment was shown to be more effective than the “empirically-validated” cognitive-behavioural treatment which superseded it in 1996, and (b) children from step-families showed better outcome than those from other family structures. Furthermore, it was found for the study sample as a whole that severe school-based problem behaviours were associated with a limited trajectory of improvement in home-based problem behaviour. These results are discussed with regard to implications for treatment, research methodology, policy and further studies.
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Luiker, Henry George. "Predictors of outcome for severely emotionally disturbed children in treatment." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2571.
Full textAbstract:
Despite general agreement that severely emotionally disturbed children and adolescents are an "at risk" group, and that ongoing evaluation and research into the effectiveness of services provided for them is important, very little outcome evaluation actually takes place. The absence of well-conducted and appropriately interpreted studies is particularly notable for day or residential treatment programs, which cater for the most severely emotionally disturbed youths. This thesis outlines the main areas of conceptual, pragmatic and methodological confusion and neglect which impede progress in research in this area. It argues for plurality of data analytic strategies and research designs. It then critically reviews the reported findings about the effectiveness of day and residential treatment in specialist facilities, and the predictors of good outcomes for this treatment type. This review confirms that there is very little to guide practice. Having argued for the legitimacy of its methods and the necessity to address basic questions, the thesis reports the results of a naturalistic study based on data accumulated during a decade-long evaluative research program taking place at Arndell Child and Adolescent Unit, Sydney. The study addresses the question of what child, family and treatment variables predict outcome for 159 children and adolescents treated at this facility from 1990 to 1999. Statistically significant results with large effect size were obtained. Among the most disturbed subgroup of forty three children, (a) psychodynamic milieu-based treatment was shown to be more effective than the “empirically-validated” cognitive-behavioural treatment which superseded it in 1996, and (b) children from step-families showed better outcome than those from other family structures. Furthermore, it was found for the study sample as a whole that severe school-based problem behaviours were associated with a limited trajectory of improvement in home-based problem behaviour. These results are discussed with regard to implications for treatment, research methodology, policy and further studies.
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Hernández, Salvador H. "Evaluation of the effectiveness of coordinated ramp meter controls /." CLICK HERE for online access:, 2003. http://www.udot.utah.gov/res/research/WebDesign/reports02.htm.
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Argudo, Jaime Fernando. "Evaluation and synthesis of experimental data for autoclaved aerated concrete /." Full-text Adobe Acrobat (PDF) file, 2003. http://www.engr.utexas.edu/research/fsel/FSEL_reports/Thesis/Argudo,%20Jaime.pdf.
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Castro, Claudio Gastão Junqueira de. "O Processo de Implantação do Sistema Único de Saúde (SUS): estudo de caso em município de gestão semi-plena." Universidade de São Paulo, 1999. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-23092014-095845/.
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Objetivo. Este trabalho está inserido no campo de estudos do processo de implantação do Sistema Único de Saúde, tendo como referência um dos seus princípios básicos, o da descentralização da gestão para o poder municipal. Para tanto foi escolhido o município de São José dos Campos, no Estado de São Paulo, por sua participação ativa no processo da Reforma Sanitária no sentido de formulação e implantação do SUS e sua habilitação como gestor do Sistema Municipal de Saúde na condição de gestão semi-plena, em final de 1994, conforme os termos da Norma Operacional Básica SUS n° 1/93 (NOB SUS n° 1/93). O pressuposto básico é o de que os termos da NOB SUS n° 1/93, na medida em que exigia requisitos e conferia responsabilidades e prerrogativas para o gestor municipal, era uma estratégia válida para implementar o processo de implantação do SUS, dando concretitude aos princípios e diretrizes do mesmo. Método. A metodologia adotada para este estudo é a de um Estudo de Caso Único, e tem como referencial teórico ou conceitual a Pesquisa Avaliativa, nas categorias de Análise da Implantação e Análise dos Efeitos, envolvendo o eixo das mudanças estruturais e organizacionais visando o modelo de gestão e o eixo das mudanças no processo de trabalho, visando o Modelo de Atenção. Foi analisado basicamente o período de 1993 a 1997 e como fontes de dados foram utilizados dados documentais, como relatórios de gestão, planos municipais de Saúde, atos administrativos, além de entrevistas com os Secretários Municipais de Saúde do período e o DATA/SUS - Ministério da Saúde, com os seus Sistemas de Informação Ambulatorial (SIA/SUS) e de Internação Hospitalar (SIH/SUS). Resultados. O estudo concluiu que efetivamente ocorreram mudanças tanto na dimensão do Modelo de Gestão como no do Modelo de Atenção, como resultado de um esforço municipal que vinha ocorrendo e que foi potencializado em função da habilitação do município na gestão semi-plena do sistema, nos termos da NOB SUS nº 1/93. Por outro lado, o estudo, nos termos de sua concepção metodológica, poderá ser referencial para a realização de outros estudos neste campo temático.Objective. This work is inserted in the field of studies of the process of implantation of the SUS*, having as reference one ofits basic principIes, that of the decentralization of the management to the municipal authority. For this purpose was chosen the city of São José dos Campos, in the State of São Paulo, due its active participation in the process of the Sanitary Reformation in the direction of formularization and implantation of the SUS and its qualification as manager of the Municipal System of Health in the condition of semiplenum management, by the end of 1994, according to terms of Basic Operational Norm SUS n° 1/93 (NOB SUS n° 1/93). The basic assumption is that the terms of NOB SUS nº 1/93, in the measure where they demanded requirements and conferred responsibilities and prerogatives to the municipal manager, a valid strategy to implement the process of implantation of the SUS, was defined giving concretitude to the principles and lines of direction associated with the Basic Norm. Method. The methodology adopted in this study is the Study of the Single Case, and has its theoretical reference on the Evaluative Research concept, within the categories of Analysis of the Implantation and Analysis of the Effect, involving the axle of the structural and organizational changes within at the model of management and the axle of the changes in the work process, aiming at the Model of Attention. In the period of 1993-1997 were analyzed basically documentary sources of data, as management reports, Health municipal plans, Administrative acts, associated with interviews with the Municipal Autorithy of Health of the period and informations of the DATA/SUS - Health Department, with its Systems of Informação Ambulatorial (SIA/SUS) and Internação Hospitalar (SIH/SUS). Results. The study concluded that effective changes had ocurred both in the dimension of the Model of Management as in the Model of Attention, as a result of the municipal effort already in process, strengtened by the qualification of the city in the semiplenum management of the system, in the terms of NOB SUS n° 1/93. On the other hand, the study, in the terms of its metodological conception, could be refered in view of the accomplishment of other studies in this thematic field.
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Johansson, Henrik. "Performance characterization and evaluation of parallel PDE solvers." Licentiate thesis, Uppsala : Department of Information Technology, Uppsala University, 2006. http://www.it.uu.se/research/publications/lic/2006-010/2006-010.pdf.
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Al, Kindi Buthaina Haroon. "Development of a culturally sensitive evaluation framework for the Oman Research Council's Road Safety Research Program." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/203104/1/Buthaina_Al%20Kindi_Thesis.pdf.
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This program of research involved the development of a culturally sensitive evaluation framework for the Oman Research Council's Road Safety Research Program. The research identified the key Omani cultural values that create opportunities and challenges for conducting program evaluation within the Oman cultural context and how these might impact specifically on an evaluation of the Road Safety Research Program. The evaluation framework that emerged from the research consisted of a set of complementary evaluation approaches, processes and standards adapted to the Omani context, along with various capacity-building initiatives designed to establish a culture of evaluation within the Omani Research Council.
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Scott, Wayne C. University of Ballarat. "Program evaluation : issues related to planning, implementing and evaluating ethically responsible and clinically required research." University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12781.
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Scott, Wayne C. "Program evaluation : issues related to planning, implementing and evaluating ethically responsible and clinically required research." University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/15390.
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Scott, Wayne. "Program evaluation : Issues related to planning, implementing and evaluating ethically responsible and clinically required research." Thesis, University of Ballarat, 2006. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/61654.
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Hinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.
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Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.
This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.
The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.
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CAMPILAN, Dindo. "Participatory Evaluation of Participatory Research." 名古屋大学農学国際教育協力研究センター, 2004. http://hdl.handle.net/2237/8890.
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Hunston, Susan. "Evaluation in experimental research articles." Thesis, University of Birmingham, 1989. http://etheses.bham.ac.uk//id/eprint/912/.
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This thesis examines evaluation in experimental research articles in terms of the meanings made and their contribution to the organisation of the articles. After an introduction to the phenomenon of evaluation in Chapter 1, Chapter 2 surveys recent work concerning the process of scientific discovery and the writing of research articles. Chapter 3 returns to evaluation and its place in various theories of discourse, mainly those of Sinclair and of Halliday. The model of evaluation proposed in this thesis is set out in the next three chapters, dealing in turn with the Status, Value and Relevance functions of evaluation. Status is the function of evaluation which bestows entity, assessing along a certain-uncertain parameter. Value bestows quality and assesses along a good-bad parameter. Evaluation of Relevance is meta-discoursal and marks significance. Relevance Markers are identified, which progressively chunk and organise the text. Comparisons between texts analysed for Status, Value and Relevance demonstrate a movement towards the theoretical and an increase in complexity of argument as the sub-discipline under discussion progresses. Chapter 7 investigates the contribution of evaluation towards text structure and notes a number of ways in which discourse units in experimental research articles may be organised. The concluding chapter, Chapter 8, discusses some of the practical and theoretical implications of the work described in the thesis. The Appendix contains the research articles which comprise the corpus.
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Hall, Katherine C., and Kendra Todt. "Evaluating Research for Clinical Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8289.
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Thetela, Puleng. "Evaluation in academic research articles." Thesis, Online version, 1997. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.243248.
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Brown, Debbie. "Evaluation research in the workplace within an action research framework." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ32064.pdf.
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Clark, Monica, and Ryan Burgess. "Evaluating Research Designs of Clinical Pharmacy Services." The University of Arizona, 2011. http://hdl.handle.net/10150/623556.
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Class of 2011 AbstractOBJECTIVES: To design a tool to assess for bias in studies for pharmacy services. METHODS: This study will involve reviewing published reports of studies comparing pharmacists’ services to usual services to identify the key study design components and methods for addressing study design limitations. We will then design a tool to assess further such studies for bias. RESULTS: The aspects of a good pharmacy services study that can be controlled include: large study population, equivalence of population at baseline, experimental mortality, multi-centered study, adequate adherence to treatment, and independence from study staff/manufacturer influence. If these things are controlled and/or accounted for it increases the strength of the study. CONCLUSION: The tool we have designed can successfully evaluate the quality of studies of pharmacy services.
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Carroll, M. Jane. "Toward optimizing learner feedback during instructional materials development : exploring a methodology for the analysis of verbal data." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61697.
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Krogstad, Finn. "Evaluating the validity of research implications /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/5551.
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Herrmannova, Drahomira. "Mining scholarly publications for research evaluation." Thesis, Open University, 2018. http://oro.open.ac.uk/55421/.
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Scientific research can lead to breakthroughs that revolutionise society by solving long-standing problems. However, investment of public funds into research requires the ability to clearly demonstrate beneficial returns, accountability, and good management. At the same time, with the amount of scholarly literature rapidly expanding, recognising key research that presents the most important contributions to science is becoming increasingly difficult and time-consuming. This creates a need for effective and appropriate research evaluation methods. However, the question of how to evaluate the quality of research outcomes is very difficult to answer and despite decades of research, there is still no standard solution to this problem. Given this growing need for research evaluation, it is increasingly important to understand how research should be evaluated, and whether the existing methods meet this need. However, the current solutions, which are predominantly based on counting the number of interactions in the scholarly communication network, are insufficient for a number of reasons. In particular, they struggle in capturing many aspects of the academic culture and often significantly lag behind current developments. This work focuses on the evaluation of research publications and aims at creating new methods which utilise publication content. It studies the concept of research publication quality, methods assessing the performance of new research publication evaluation methods, analyses and extends the existing methods, and, most importantly, presents a new class of metrics which are based on publication manuscripts. By bridging the fields of research evaluation and text- and data-mining, this work provides tools for analysing the outcomes of research, and for relieving information overload in scholarly publishing.
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McGinley, Susan. "Evaluating Contaminants in Colorado River Water." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2010. http://hdl.handle.net/10150/622078.
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Wanzer, Dana Linnell. "Developmentally Appropriate Evaluations: How Evaluation Practices Differ Across Age of Participants." Scholarship @ Claremont, 2017. https://thesiscommons.org/bk57d.
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It is well-known that meaningful differences in development exist among children, adolescents, and adults. However, to what extent do evaluators adapt their approach, designs, and methods to be responsive to a youth population? This study used an experimental simulation in which practicing evaluators designed an evaluation of a hypothetical tutoring program and were randomly assigned to the program serving children, adolescents, or young adults. Results indicate that evaluators were less likely to be participatory—both in the evaluation overall and in data collection—when the participants of the program were children than when they were adults. These findings suggest that evaluators, even those with experience conducting evaluations of youth programs, do not consider age as a meaningful cultural context and may need additional training in conducting developmentally appropriate evaluations.
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Krause, Wesley Allen. "An evaluation methodology using probation classification instruments in the selection of a nonequivalent control group." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/436.
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Henchy, Alexandra Marie. "REVIEW AND EVALUATION OF RELIABILITY GENERALIZATION RESEARCH." UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/5.
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Reliability Generalization (RG) is a meta-analytic method that examines the sources of measurement error variance for scores for multiple studies that use a certain instrument or group of instruments that measure the same construct (Vacha-Haase, Henson, & Caruso, 2002). Researchers have been conducting RG studies for over 10 years since it was first discussed by Vacha-Haase (1998). Henson and Thompson (2002) noted that, as RG is not a monolithic technique; researchers can conduct RG studies in a variety of ways and include diverse variables in their analyses. Differing recommendations exist in regards to how researchers should retrieve, code, and analyze information when conducting RG studies and these differences can affect the conclusions drawn from meta-analytic studies (Schmidt, Oh, & Hayes, 2009) like RG. The present study is the first comprehensive review of both current RG practices and RG recommendations. Based upon the prior research findings of other meta-analytic review papers (e.g., Dieckmann, Malle, & Bodner 2009), the overarching hypothesis was that there would be differences between current RG practices and best practice recommendations made for RG studies.
Data consisted of 64 applied RG studies and recommendation papers, book chapters, and unpublished papers/conference papers. The characteristics that were examined included how RG researchers: (a) collected studies, (b) organized studies, (c) coded studies, (d) analyzed their data, and (e) reported their results.
The results showed that although applied RG researchers followed some of the recommendations (e.g., RG researchers examined sample characteristics that influenced reliability estimates), there were some recommendations that RG researchers did not follow (e.g., the majority of researchers did not conduct an a priori power analysis). The results can draw RG researchers’ attentions to areas where there is a disconnect between practice and recommendations as well as provide a benchmark for assessing future improvement in RG implementation.
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Cunningham, Scott Woodroofe. "The content evaluation of British scientific research." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364137.
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Danas, Ryan. "User Evaluation Framework for Model Finding Research." Digital WPI, 2016. https://digitalcommons.wpi.edu/etd-theses/1009.
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"We report the results of a series of crowd-sourced user studies in the formal-methods domain. Specifically, we explore the efficacy of the notion of "minimal counterexample" -- or more colloquially, "minimal bug report" -- when reasoning about logical specifications. Our results here suggest that minimal counterexamples are beneficial some specific cases, and harmful in others. Furthermore, our analysis leads to refined hypotheses about the role of minimal counterexamples that can be further evaluated in future studies. User-based evaluation has little precedent in the formal methods community. Therefore, as a further contribution, we discuss and analyze our research methodology, and offer guidelines for future user studies in formal methods research. "
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Baker, Jack David. "Interdisciplinary Evaluation of Youth Participatory Action Research." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1538816180877824.
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Rodriguez, Ana. "Evaluating Variables that Influence Research Staff Performance." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752388/.
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Performance analysis, based on operant analysis of behavior, has been utilized since the 1960s to investigate behavioral skills or deficits in the workplace. One type of analytical tool is Carr et al.'s Performance Diagnostic Checklist- Human Services (PDC-HS). This functional assessment allows investigators to pinpoint causes of performance issues (e.g., a training issue, task clarification/prompting, insufficient resources/materials/processes, or performance consequences/effort/competition). Typically, the PDC-HS is used with clinicians and therapists. The purpose of this study is to extend Carr et al. by evaluating the PDC-HS in assessing the clinical performance of graduate-level research assistants working at a specialized clinic for the assessment and treatment of severe behavior disorders. For each participant, three supervisors, the study investigator and the participants themselves completed the PDC-HS with respect to the performance concern. Results of the PDCH-HS showed variability in congruence across the three groups of respondents. Due to the occurrence of the global coronavirus disease 2019 (COVID-19) pandemic during the study's investigation, the project was modified to assess different clinical performance involving safety procedures. The PDC-HS was re-administered to assess participants' cleanliness behavior and a subsequent targeted intervention was designed. Results showed no improvement of performance for 4/4 participants in the nontargeted intervention for clinic session performance and an increase for 1 participant in the targeted intervention for the cleanliness performance. Implications of PDC-HS results and limitations are discussed.
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Eden, Grace. "The contextual evaluation framework : a prototype evaluation technique for e-Research." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:e816cf1a-3514-400c-9f2f-e022b56710d9.
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The contextual evaluation framework (CEF) is a requirements engineering technique that incorporates a particular sociological orientation, Ethnomethodology, in the development of a rigorous and systematic approach for requirements elicitation. This qualitative approach examines how well a system may be aligned with the endogenous organisation of work within a community of practice. Assessing how well a system supports the knowledge, skills and practices that already exist within a community is equally as important as developing solutions that will eventually reconfigure those practices, create new ones and extend modes of collaboration. The aim of this thesis is to address the absence of a systematic approach to quasi-naturalistic prototype evaluation which may be useful to a broader community such as requirements engineers, computer scientists and others not familiar with the details of sociological approaches. Such an aim is in line with the ways in which prototype evaluation approaches, particularly in HCI, have successfully been disseminated throughout the computer science research community - with the provision of guidelines. Likewise, the CEF is conceived of to be implemented in a similar manner. Its focus is on the analysis of a prototype’s relevance as a tool that is in some manner familiar to those who might use it. Specifically, professionals within a discipline share complex skills and knowledge where they learn to use similar tools, instruments and processes necessary for their work. Implicit in these social practices, practitioners gradually acquire the knowledge and skills necessary to become full members of a community of practice. In this way, the processes, objects and artefacts of practice come to possess specific meaning and significance. The CEF examines how this complex architecture of meaning is supported, constrained or transformed when using a prototype and makes possible an assessment of the ways in which participants interpret its usefulness and usability.
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Horne, Michael R. "Scanning measurement testbed for advanced nondestructive evaluation." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/30979.
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New materials and manufacturing processes, and the quest for economy and user safety, have necessitated the development of nondestructive testing methods to quantify the life and reliability of a product during manufacture and service. Described herein, is a testbed to be used in the research and development of these testing methods. A brief motivation for using ultrasonics applied to nondestructive evaluation is followed by a chapter on the feasibility of using a unique testing method and animated data presentation on advanced composite materials. This testing method, conceived by the author, utilizes oblique injection of ultrasound into the specimen. Several cycles of the ultrasonic waveform radiated from the specimen downstream of the injection area is digitized and recorded. The data has three independent dimensions; cartesion location and time. The time variable is the key to the presentation of the data as an animated two dimensional image. It was this work that illustrated the need for a flexible scanning imaging research testbed, not only for the discussed method, of which it is an integral part, but for advanced development of other techniques. Software development and integration of off -the-shelf parts into a unified computer controlled testing facility is the contribution by the author in the second phase of this research. Chapters on the description of the system, an example showing the capabilities of the system analogous to traditional ultasonic C-scanning, accomplishments, and a look to the future conclude this thesis. The appendices include listings of the programs developed for the system, a manufacturer address list. A videotape of the animation data presentation is included as a second volume of this thesis.Master of Science
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Takagi, Koichi. "Applied warfighter ergonomics : a research method for evaluating military individual equipment /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Sep%5FTakagi.pdf.
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Thesis (M.S. in Operations Research and M.B.A.)--Naval Postgraduate School, September 2005.Thesis Advisor(s): Nita Lewis Miller. Includes bibliographical references (p. 267-269). Also available online.
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Smith, Kevin P. D. "Measuring the effects of organisational factors on research productivity and creativity in selected Canadian cardiovascular research institutions." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324156.
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Ho, Ying-kit Edmond, and 何應傑. "Investigating the validity and reliability of international physical activity questionnaire (Chinese version)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31257380.
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