Relevant bibliographies by topics / Implementation science and evaluation

Academic literature on the topic 'Implementation science and evaluation'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Implementation science and evaluation"

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Ridde, Valéry, Dennis Pérez, and Emilie Robert. "Using implementation science theories and frameworks in global health." BMJ Global Health 5, no. 4 (April 2020): e002269. http://dx.doi.org/10.1136/bmjgh-2019-002269.

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In global health, researchers and decision makers, many of whom have medical, epidemiology or biostatistics background, are increasingly interested in evaluating the implementation of health interventions. Implementation science, particularly for the study of public policies, has existed since at least the 1930s. This science makes compelling use of explicit theories and analytic frameworks that ensure research quality and rigour. Our objective is to inform researchers and decision makers who are not familiar with this research branch about these theories and analytic frameworks. We define four models of causation used in implementation science: intervention theory, frameworks, middle-range theory and grand theory. We then explain how scientists apply these models for three main implementation studies: fidelity assessment, process evaluation and complex evaluation. For each study, we provide concrete examples from research in Cuba and Africa to better understand the implementation of health interventions in global health context. Global health researchers and decision makers with a quantitative background will not become implementation scientists after reading this article. However, we believe they will be more aware of the need for rigorous implementation evaluations of global health interventions, alongside impact evaluations, and in collaboration with social scientists.
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Eisman, Andria B., Amy M. Kilbourne, Alex R. Dopp, Lisa Saldana, and Daniel Eisenberg. "Economic evaluation in implementation science: Making the business case for implementation strategies." Psychiatry Research 283 (January 2020): 112433. http://dx.doi.org/10.1016/j.psychres.2019.06.008.

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Kainz, Kirsten, Allison Metz, and Noreen Yazejian. "Tools for Evaluating the Implementation of Complex Education Interventions." American Journal of Evaluation 42, no. 3 (July 9, 2021): 399–414. http://dx.doi.org/10.1177/1098214020958490.

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Large-scale education interventions aimed at diminishing disparities and generating equitable learning outcomes are often complex, involving multiple components and intended impacts. Evaluating implementation of complex interventions is challenging because of the interactive and emergent nature of intervention components. Methods that build from systems science have proven useful for addressing evaluation challenges in the complex intervention space. Complexity science shares some terminology with systems science, but the primary aims and methods of complexity science are different from those of systems science. In this paper we describe some of the language and ideas used in complexity science. We offer a set of priorities for evaluation of complex interventions based on language and ideas used in complexity science and methodologies aligned with the priorities.
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Sopandi, Evi, and Achmad Siswanto. "EVALUATION OF EDUCATION PROGRAM IMPLEMENTATION SCIENCE-BASED MADRASAH ALIYAH." Akademika 10, no. 01 (May 31, 2021): 249–60. http://dx.doi.org/10.34005/akademika.v10i01.1097.

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Abstract:This research aims to evaluate the SAIN-based Madrasah Aliyah (MA) education program in Brebes, Central Java. The education program aims to improve the competence of human resources in improving ability. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that madrasah sains education program has been running well in accordance with the educational program that has been compiled. However, in the implementation of Madrasah SAIN education, there are still some shortcomings both in the field of funding (low teacher incentives), facilities and infrastructure (there are no adequate laboratories) and about the development of low human resources competencies of teachers.
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Sarma, Haribondhu. "Implementation science in nutrition: a summary and synthesis." Public Health Nutrition 24, S1 (February 26, 2021): s1—s6. http://dx.doi.org/10.1017/s1368980021000884.

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AbstractObjective:This paper aimed to summarise and critically synthesise the key findings of the articles included in the supplement entitled ‘Nutrition Implementation Science: The Experience of a Large-Scale Home Fortification in Bangladesh’.Design:Commentary, summary and synthesis.Settings:Low- and middle-income country.Results:The supplement included six articles, including this summary paper. The second article presented an implementation science framework that facilitated conceptualising and evaluating the home-fortification programme in Bangladesh implemented by the Bangladesh Rural Advancement Committee (BRAC). The framework encompasses five components: identifying an ‘effective’ intervention; scaling-up and implementation fidelity; course corrections during implementation and assessing the implementation’s effectiveness; promoting sustainability of interventions and consideration of a concurrent evaluation to identify ‘effective’ interventions and to assess the process and outcome indicators of implementation. The other four articles in this supplement addressed the different components of the framework. For example, the third article addressed the implementation fidelity of a home-fortification programme, and the fourth article described the use of concurrent evaluation to course correct the implementation plan that resulted in improved implementation fidelity. The fifth article explained the outcome of course correction in the programme coverage, and the sixth article described the cost-effectiveness of the BRAC home-fortification programme.Conclusions:Overall, the supplement provides a comprehensive understanding of nutrition implementation science, which is very new in the field. The lessons learned in this supplement may enhance the capacity of researchers, policymakers and key stakeholders in the nutrition field to scale up new nutrition interventions and sustain them until malnutrition is alleviated.
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Savelyev, Yu. "IMPLEMENTATION OF EVALUATION AND QUALITY CONTROL OF SCIENTIFIC PUBLICATIONS IN UKRAINE." Bulletin of Taras Shevchenko National University of Kyiv. Sociology 8 (2017): 94–96. http://dx.doi.org/10.17721/2413-7979/8.17.

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In 2017 the Ministry of Education and Science of Ukraine (MON) proposed the Draft for public discussion "On Approval of the Procedure for the Formation of the List of Scientific Professional Publications of Ukraine". The article provides comments and suggestions on the quality control of scientific publications in the context of the problems of social sciences and humanities in Ukraine.
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Øvretveit, John, and Mikael Ohrling. "Implementation Science for Managers and Healthcare Organizations Responding to Emergencies." Global Implementation Research and Applications 1, no. 4 (October 21, 2021): 291–303. http://dx.doi.org/10.1007/s43477-021-00025-0.

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Abstract The purpose of the article is to illustrate how implementation science concepts and methods can be applied by researchers and implementers to understand and assist emergency management in a large primary and community healthcare organization. The article refers to a single-case implementation action evaluation of an emergency management system in a healthcare organization. It describes the methods used in this study and findings to explain how a joint healthcare and university research team were able to use the science and methods both to help implementation and contribute to science. We report two sets of findings. First, findings about implementation of emergency management to illustrate how the investigation adapted implementation science and concepts to achieve the objectives evaluation. We discovered that implementation science provides useful concepts to understand contextual factors and adds to knowledge about organizational change and emergency management in the uncertain and evolving situation we encountered. The second set of findings are the strengths and limitations of both implementation science and the action evaluation methods we used to achieve the dual objectives of practical help with implementation and to contribute to science. The article uses the first implementation action evaluation study of the response of large public primary and community healthcare organization to a pandemic to illustrate how implementation science can be applied. This type of study was able to improve implementation of the response as well as contribute to scientific knowledge about emergency healthcare management and organization.
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Jones, Lorelei. "The art and science of non-evaluation evaluation." Journal of Health Services Research & Policy 23, no. 4 (September 20, 2018): 262–67. http://dx.doi.org/10.1177/1355819618779614.

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This essay considers some limitations of programme theory evaluation in relation to healthcare policies. This approach, which seeks to surface ‘programme theories’ or construct ‘logic models’, is often unable to account for empirical observations of policy implementation in real-world contexts. I argue that this failure stems from insufficient theoretical elaboration of the social, cultural and political dimensions of healthcare policies. Drawing from institutional theory, critical theory and discourse theory, I set out an alternative agenda for policy research. I illustrate the issues with respect to programme theory evaluation with examples from my experience of research on large-scale strategic change in the English NHS.
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Kawanaka, Takashi. "Implementation and Evaluation of "Tsukuba Science City Lot Control Ordinance"." Journal of the City Planning Institute of Japan 20 (October 25, 1985): 493–98. http://dx.doi.org/10.11361/journalcpij.20.493.

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Bashith, Abdul. "EVALUASI PROGRAM PRAKTIK KERJA LAPANGAN DALAM PEMBERLAKUAN MAGANG PADA KURIKULUM JURUSAN PENDIDIKAN ILMU PENGETAHUAN SOSIAL BERBASIS KKNI." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 3, no. 2 (June 30, 2017): 112. http://dx.doi.org/10.18860/jpips.v3i2.6859.

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<p>Department of Social Sciences Education Faculty of Tarbiyah and Teacher Training (FITK) conducts Field Work Practice (PKL) for students at leading schools / madrasahs in East Java. On an ongoing basis the activities are developed with an internship pattern following the provisions in the framework of Indonesian national qualification (KKNI). The purpose of this study focuses on the evaluation of the implementation of field work practices in applying internships to the curriculum of social science education based on KKNI. This research uses qualitative approach, especially using evaluation research. From the results of the discussion can be concluded: (1) The results of monitoring and supervision of the implementation of field work practices conducted by using standardized statement instrument sheet, (2) Responses and evaluations regarding the implementation of field work practices showed good results in terms of administration, This internship program is an integral part for students of IPS FITK UIN Maulana Malik Ibrahim Malang. Suggestions that can be recommended from the results of this study are: (1) Implementation of a good street vendors can be continuously improved and updated in technical implementation with electronic electronic systems based online, (2) Evaluation of the good about street vendors continue to be maintained and improved by establishing More intensive communication between the parties concerned, (3) Enrollment of apprenticeship in the curriculum of social science education based on KKNI that has been designed and set out to be a special marker character must be maintained and guarded in its implementation and constantly evaluated periodically and continuously in the improvement</p><p><strong>Keywords</strong>: Evaluation of PKL, Enforcement of Internship, Curriculum of Education of Social Sciences Based KKNI.</p>
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Dissertations / Theses on the topic "Implementation science and evaluation"

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Luk, Sau-yung Maria, and 陸秀容. "An evaluation on the implementation of the advanced level engineering science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574511.

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Luk, Sau-yung Maria. "An evaluation on the implementation of the advanced level engineering science." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574511.

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Hon, Keone D. (Keone David). "Trust based app marketing : design, implementation and evaluation." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66310.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 119).
A trust-based marketing application is a web or mobile app which provides a utility to the consumer that is not directly linked to purchasing products or services from the company. In this thesis, I explore the efficacy of trust-based marketing apps by designing and building two apps{one iPhone app and one Adobe Flash app{ and test them under market research conditions. These apps attack two important and complementary questions: how trust-based apps compare to traditional stimuli such as television ads; and how different dimensions of app design (degrees of social network embeddedness, customizability, and information discovery) affect the efficacy of a trust-based app. I build a Flash-based design environment capable of basic image manipulations, I design a web engine that organizes tens of thousands of images used in the design environment, and I build modular systems for parsing, logging, and data extraction-essential features for testing how consumers interact with these apps. Analysis of the iPhone app study demonstrates excellent results for trust-based marketing apps, with a favorable comparison against television ads that included a 60% greater increase in consideration and a 34% greater increase in preference for the sponsoring company (compared to television ads). Analysis of the Flash app is forthcoming as the study is in market research at the time of writing.
by Keone D. Hon.
M.Eng.
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Söderlund, Magnus. "An Advertisement Framework Implementation and Scalable Database Architecture Evaluation." Thesis, Umeå universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-53159.

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This thesis report provides a detailed description of an iOS framework implementation for the product developed at Dohi Sweden, used to target advertisement. Targeting properties are stored in a relational database and the customer estimates the amount of requests performed against the database to reach several hundred million requests per month when fully integrated. Possible system architectures are therefore evaluated using denitions of scalability, elasticity and availability made in this report. With the possibility of a cloud based deployment three large cloud service providers are also evaluated using the definitions made. Testing of the back-end, coupled with the theory for the evaluation show that the back-end should be able to handle the amount of requests required. The framework is designed to provide easy integration, high modularity and only necessary exposure of possibilities.
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Cheiner, Oleg M. (Oleg Mikhail) 1975. "Implementation and evaluation of an eventually-serializable data service." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/42745.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1997.
Includes bibliographical references (p. 63-64).
by Oleg M. Cheiner.
M.Eng.
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Ambross, Johannes Nikolaas. "A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1411.

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With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
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Dawson, Vaille M. "Bioethics education in the science curriculum : evaluation of strategies for effective and meaningful implementation." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11952.

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Although science is viewed by some as objective, analytical and unaffected by morals and values, the practice of science does raise many ethical issues. From an ethical standpoint, science teachers have an obligation to ensure that their students develop the skills to enable them to evaluate and make decisions about ethical issues associated with scientific advances so that they can make informed choices as adults. An appropriate forum for such a pedagogical concern is the subject of bioethics education.The purpose of this doctoral study was to investigate the teaching of bioethics in science. Specifically, the study attempted to evaluate the effectiveness of a range of innovative pedagogical strategies utilised by teachers who were incorporating bioethics education into their secondary science curricula. Bioethics education is concerned with enabling students, firstly, to appreciate the range of ethical issues associated with the life sciences and, secondly, to develop decision making skills based on ethical theories.Using an interpretive case study approach underpinned by a constructivist theoretical framework, I examined the teaching practice of three science teachers in different school systems. Each of these teachers taught Year 10 or Year 11 science courses that included a bioethics component. The research process was informed by an ethic of care and the constructivist criteria of credibility, transferability and ontological authenticity.As a result of the early data generated, I adopted the role of a bricoleur and used alternative research methods to pursue emergent research questions. I developed a survey consisting of four bioethical dilemmas. Bioethics students were asked to resolve each of the dilemmas and provide reasons to support their decisions. Using an ex post facto research design, I compared students who had studied bioethics with a comparison ++
group of students who had not. I also wrote narrative tales in an endeavour to provide an authentic account of the learning of individual students. Commentaries on the tales, by students and teachers, helped to enrich my understanding of students' learning experiences in the bioethics classes.The research findings are presented as 'inferences', a term which acknowledges the context dependent nature of the data generated. Five themes emerged from the data analysis which, together, indicate (1) the nature of potentially successful teaching strategies for bioethics education and (2) obstacles to students' successful engagement in learning bioethics: teacher attributes; design of bioethics courses; student attributes; impact on student learning; and physical and social constraints. Another key finding concerns the difficulty facing researchers who wish to 'measure' the impact of bioethics teaching on student learning.All three teachers displayed potentially successful teaching strategies. They were committed to the inclusion of bioethics education in their science courses. They had clearly articulated pedagogical goals related to bioethics education. They endeavoured to create safe learning environments in which students could clarify and explore their developing ethical values. When students expressed extreme views, the teachers, through careful questioning, challenged them to consider alternative ethical positions.In relation to the design of bioethics education courses, most of the learning activities in which students participated were based on small group and whole-class discussion (e.g., role plays, oral presentations). These activities provided opportunities for students to examine a topic in depth. Importantly, students were provided with information to help them understand the scientific content area before they could appreciate the associated ethical issues.In ++
the three cases, it appears that bioethics education had a variable effect on student learning. Attributes were identified that may have influenced student engagement in opportunities to learn bioethics: the students' moral maturity, academic ability, attitude to learning, beliefs about science and ethics, family and religious background.Evidence suggests that exposure to bioethics education can affect favourably students' attitudes to science. However, the results of the bioethical dilemma survey suggest that, on average, there was no difference in the way that students resolved dilemmas, regardless of whether or not they had been exposed to bioethics education. Although there was considerable variation amongst students, most of the students' responses differed from those of experts in that the students tended to focus solely on the rights of individuals, without considering the long term consequences of their decisions.Constraints were identified that may adversely affect the impact of bioethics education in science: scarcity of resources, including insufficient teaching time; and, amongst science teachers, lack of expertise in the content areas that raise bioethical issues and lack of experience in the types of learning activities appropriate for bioethics education.The findings of this research study are significant as they highlight important issues that may need to be considered by curriculum planners and science teachers who wish to incorporate bioethics education into science curricula.
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Dawson, Vaille. "Bioethics education in the science curriculum : evaluation of strategies for effective and meaningful implementation." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2463.

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Although science is viewed by some as objective, analytical and unaffected by morals and values, the practice of science does raise many ethical issues. From an ethical standpoint, science teachers have an obligation to ensure that their students develop the skills to enable them to evaluate and make decisions about ethical issues associated with scientific advances so that they can make informed choices as adults. An appropriate forum for such a pedagogical concern is the subject of bioethics education.The purpose of this doctoral study was to investigate the teaching of bioethics in science. Specifically, the study attempted to evaluate the effectiveness of a range of innovative pedagogical strategies utilised by teachers who were incorporating bioethics education into their secondary science curricula. Bioethics education is concerned with enabling students, firstly, to appreciate the range of ethical issues associated with the life sciences and, secondly, to develop decision making skills based on ethical theories.Using an interpretive case study approach underpinned by a constructivist theoretical framework, I examined the teaching practice of three science teachers in different school systems. Each of these teachers taught Year 10 or Year 11 science courses that included a bioethics component. The research process was informed by an ethic of care and the constructivist criteria of credibility, transferability and ontological authenticity.As a result of the early data generated, I adopted the role of a bricoleur and used alternative research methods to pursue emergent research questions. I developed a survey consisting of four bioethical dilemmas. Bioethics students were asked to resolve each of the dilemmas and provide reasons to support their decisions. Using an ex post facto research design, I compared students who had studied bioethics with a comparison group of students who had not. I also wrote narrative tales in an endeavour to provide an authentic account of the learning of individual students. Commentaries on the tales, by students and teachers, helped to enrich my understanding of students' learning experiences in the bioethics classes.The research findings are presented as 'inferences', a term which acknowledges the context dependent nature of the data generated. Five themes emerged from the data analysis which, together, indicate (1) the nature of potentially successful teaching strategies for bioethics education and (2) obstacles to students' successful engagement in learning bioethics: teacher attributes; design of bioethics courses; student attributes; impact on student learning; and physical and social constraints. Another key finding concerns the difficulty facing researchers who wish to 'measure' the impact of bioethics teaching on student learning.All three teachers displayed potentially successful teaching strategies. They were committed to the inclusion of bioethics education in their science courses. They had clearly articulated pedagogical goals related to bioethics education. They endeavoured to create safe learning environments in which students could clarify and explore their developing ethical values. When students expressed extreme views, the teachers, through careful questioning, challenged them to consider alternative ethical positions.In relation to the design of bioethics education courses, most of the learning activities in which students participated were based on small group and whole-class discussion (e.g., role plays, oral presentations). These activities provided opportunities for students to examine a topic in depth. Importantly, students were provided with information to help them understand the scientific content area before they could appreciate the associated ethical issues.In the three cases, it appears that bioethics education had a variable effect on student learning. Attributes were identified that may have influenced student engagement in opportunities to learn bioethics: the students' moral maturity, academic ability, attitude to learning, beliefs about science and ethics, family and religious background.Evidence suggests that exposure to bioethics education can affect favourably students' attitudes to science. However, the results of the bioethical dilemma survey suggest that, on average, there was no difference in the way that students resolved dilemmas, regardless of whether or not they had been exposed to bioethics education. Although there was considerable variation amongst students, most of the students' responses differed from those of experts in that the students tended to focus solely on the rights of individuals, without considering the long term consequences of their decisions.Constraints were identified that may adversely affect the impact of bioethics education in science: scarcity of resources, including insufficient teaching time; and, amongst science teachers, lack of expertise in the content areas that raise bioethical issues and lack of experience in the types of learning activities appropriate for bioethics education.The findings of this research study are significant as they highlight important issues that may need to be considered by curriculum planners and science teachers who wish to incorporate bioethics education into science curricula.
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Rajaraman, Bhargavi. "IMPLEMENTATION AND EVALUATION OF REGISTER TILING FOR PERFECTLY NESTED LOOPS." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245123518.

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Wang, Chao Gilbert Juan E. "CSSE document management system implementation and usability evaluation /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WANG_CHAO_41.pdf.

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Books on the topic "Implementation science and evaluation"

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Vanek, Francis M. Energy systems engineering: Evaluation and implementation. New York: McGraw-Hill, 2008.

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Vanek, Francis M. Energy systems engineering: Evaluation and implementation. New York: McGraw-Hill, 2008.

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D, Albright Louis, ed. Energy systems engineering: Evaluation and implementation. New York: McGraw-Hill, 2008.

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Sosa, Jose Ignacio Frazao. Design, implementation, building and evaluation of a Torus Double Transitive Closure Network of Transputers. Monterey, California: Naval Postgraduate School, 1988.

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Practical program evaluation: Assessing and improving planning, implementation, and effectiveness. Thousand Oaks, Calif: Sage, 2005.

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ElAarag, Hala. Web Proxy Cache Replacement Strategies: Simulation, Implementation, and Performance Evaluation. London: Springer London, 2013.

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Bryant, Gregory R. Design, implementation and evaluation of an abstract programming and communications interface for a network of transputers. Monterey, California: Naval Postgraduate School, 1988.

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Morah, E. U. A comprehensive approach to public policy evaluation: The implementation-outcome connection. Vancouver, B.C: University of British Columbia, School of Community & Regional Planning, 1990.

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Case-based maintenance of case-based reasoning systems in classification domains: Methods, implementation, and evaluation. Aachen: Shaker Verlag, 2005.

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Lalanda, Philippe. Autonomic Computing: Principles, Design and Implementation. London: Springer London, 2013.

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Book chapters on the topic "Implementation science and evaluation"

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Chen, Huey T. "Theory-driven evaluation." In Implementation Science, 159–63. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003109945-47.

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Braithwaite, Jeffrey. "Formative Evaluation Feedback Loops." In Implementation Science, 85–88. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003109945-24.

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Wensing, Michel. "Process evaluation of implementation strategies." In Implementation Science, 164–66. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003109945-48.

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Wieringa, Roel J. "Implementation Evaluation and Problem Investigation." In Design Science Methodology for Information Systems and Software Engineering, 41–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43839-8_5.

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Aehlig, Klaus, Florian Haftmann, and Tobias Nipkow. "A Compiled Implementation of Normalization by Evaluation." In Lecture Notes in Computer Science, 39–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-71067-7_8.

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Meijerink, Bernd, and Geert Heijenk. "Implementation and Evaluation of Distributed Geographical Routing." In Lecture Notes in Computer Science, 121–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02931-9_10.

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Galvão, Cecília, Cláudia Faria, Sofia Freire, and Mónica Baptista. "Curriculum Conception, Implementation and Evaluation: An Experience." In Science Education: A Global Perspective, 253–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32351-0_13.

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Pimenidis, Elias, Christos K. Georgiadis, Peter Bako, and Vassilis Zorkadis. "Web Services Security – Implementation and Evaluation Issues." In Communications in Computer and Information Science, 299–308. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69403-8_35.

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Nishitani, Yasunori, Kiyoshi Negishi, Hiroshi Ohta, and Eiji Nunohiro. "Implementation and Evaluation of OpenMP for Hitachi SR8000." In Lecture Notes in Computer Science, 391–402. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-39999-2_38.

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Ogata, Kazuhiro, and Kokichi Futatsugi. "Implementation of term rewritings with the evaluation strategy." In Lecture Notes in Computer Science, 225–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0033847.

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Conference papers on the topic "Implementation science and evaluation"

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Khuluqo, Ihsana El, Istaryatiningtias, and Eva Syarifah. "Evaluation Implementation Curriculum 2013." In 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210430.038.

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Karter, Ledina, Linda Ferhati, Igli Tafa, Denis Saatciu, and Julian Fejzaj. "Security evaluation of embedded hardware implementation." In 2015 Science and Information Conference (SAI). IEEE, 2015. http://dx.doi.org/10.1109/sai.2015.7237307.

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Furukawa, Masaru. "Evaluation of New Technology Implementation via POC Analysis." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2484.

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In recent years the evolution of highly developed and complicated computerization has boosted the importance to business of IT infrastructure. Enhancement of business agility is not possible unless greater flexibility is built into IT infrastructure. More often than not, MIS’s today are not flexible enough in this sense to agilely accommodate demands for system change incessantly confronting them. We have been focusing our research on MIS flexibility, its evaluation and the development of methodology for its enhancement. This paper aims to present a comparative evaluation via POC (penalty of change) analysis of system alternatives involving a case of new technology implementation. To start with, we will define the concept of MIS flexibility. We will then describe an actual case of technology implementation and define the problem it involved and go on to illustrate the evaluation of MIS flexibility via POC analysis.
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Najeeb, Wajeeha, and Khurram Khurshid. "Implementation and evaluation of Vehicle Tracking System." In 2015 Fourth International Conference on Aerospace Science and Engineering (ICASE). IEEE, 2015. http://dx.doi.org/10.1109/icase.2015.7489522.

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Yu-hui, Li. "A Post Implementation Evaluation Method of IT Investments." In 2006 International Conference on Management Science and Engineering. IEEE, 2006. http://dx.doi.org/10.1109/icmse.2006.314071.

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Qi, Baosheng. "Online Teaching Evaluation System Design and Implementation." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.143.

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Runhua, Yang, and Sun Xiaodong. "Implementation and evaluation of teaching of College English." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.121.

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Chen, Guanghui, and Jingjing Wang. "Analysis on Performance Evaluation System of ERP Implementation." In 2010 International Conference of Information Science and Management Engineering. IEEE, 2010. http://dx.doi.org/10.1109/isme.2010.135.

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Gautam, Tanvi, and Amita Dev. "Opportunistic Network Routing Protocols: Challenges, Implementation and Evaluation." In 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence). IEEE, 2019. http://dx.doi.org/10.1109/confluence.2019.8776947.

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Dali, Hu. "Design and Implementation of E-learning Performance Evaluation System." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.157.

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Reports on the topic "Implementation science and evaluation"

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Kaminski, Michael, Katrina McConkey, Matthew Magnuson, Sang Lee, Benjamin Stevenson, and Orly Amir. MUNICIPAL AND COMMERCIAL EQUIPMENT FOR RADIOLOGICAL RESPONSE AND RECOVERY IN AN URBAN ENVIRONMENT: STATE OF SCIENCE, RESEARCH NEEDS, AND EVALUATION OF IMPLEMENTATION TOWARDS CRITICAL INFRASTRUCTURE RESILIENCE. Office of Scientific and Technical Information (OSTI), May 2018. http://dx.doi.org/10.2172/1528921.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Yegorov, Igor. EVALUATION OF RESEARCH INSTITUTES OF THE NATIONAL ACADEMY OF SCIENCES OF UKRAINE: PROBLEMS WITH IMPLEMENTATION OF THE ‘BEST PRACTICES‘. Fteval - Platform for Research and Technology Policy Evaluation, May 2019. http://dx.doi.org/10.22163/fteval.2019.336.

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Bracco, Annalisa, and Detlef Stammer. CLIVAR Science Plan and Implementation Strategy. World Climate Research Programme (WCRP), June 2018. http://dx.doi.org/10.36071/clivar.rp.6.2018.

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Clark, David L., Franz J. Freibert, and Patrice A. Stevens. Plutonium Science and Research Strategy ? Implementation Plan. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1050483.

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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Tiefenthaler, Brigitte. Evaluierung des Netzwerks Altern. Endbericht. Technopolis Group - Austria, 2019. http://dx.doi.org/10.22163/fteval.2019.506.

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In 2015, the Federal Ministry of Education, Science and Research (BMBWF), together with the Federal Ministry of Transport, Innovation and Technology (BMVIT), the Austrian Research Promotion Agency (FFG) and other partners, founded the initiative "Strategic Networking Platforms in the Context of Major Societal Challenges", including such a platform on issues of demographic change. The BMBWF has commissioned the Austrian Platform for Interdisciplinary Ageing Issues(ÖPIA) with its implementation. The three-year BMBWF funding for the Ageing Network expired in mid-2019. Therefore, Department V/10 of the BMBWF commissioned Technopolis Group Austria to evaluate the Ageing Network. The aim of this evaluation was to form a basis for the decision on the further funding of the Network Ageing after the expiry of the current contract. To this end, we analysed and evaluated what has been achieved so far and developed recommendations for the future work of the Network Ageing. Translated with www.DeepL.com/Translator (free version)
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McKittrick, Susan. Marketing Automation Implementation Evaluation Framework. Boston, MA: Patricia Seybold Group, January 2011. http://dx.doi.org/10.1571/fw01-27-11cc.

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Cole, Pamala. Iowa Compliance Implementation and Evaluation Guide. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1164584.

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Cole, Pamala. Nevada Compliance Implementation and Evaluation Guide. Office of Scientific and Technical Information (OSTI), August 2012. http://dx.doi.org/10.2172/1164585.

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