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Journal articles on the topic 'Performance-based standards'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Willms, J. Douglas. "Monitoring School Performance for 'Standards-based Reform'." Evaluation & Research in Education 14, no. 3-4 (November 2000): 237–53. http://dx.doi.org/10.1080/09500790008666976.

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2

Friedmann, S. Julio. "Practice-based vs performance-based standards for carbon sequestration projects." Energy Procedia 1, no. 1 (February 2009): 4609–12. http://dx.doi.org/10.1016/j.egypro.2009.02.281.

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3

Shirinkina, E. V. "Psychometric Assessment Standards Based on the «Performance Based Assessment» Methodology." Quality and life 29, no. 1 (March 15, 2021): 15–19. http://dx.doi.org/10.34214/2312-5209-2021-29-1-15-19.

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The relevance of the study is due to the fact that there has been a request for a comprehensive assessment of knowledge and skills based on the methodology of competency-based assignments, which consists in a performance-based assessment. In the article, the author presents the psychometric standards and recommendations existing in foreign practice that are necessary for a fair, reliable and objective assessment of the learning outcomes of company employees. The purpose of the work is to study existing standards and recommendations for assessing learning outcomes in the KPI system. The empirical basis of the study was the data of the International Test Commission; British Psychological Society – British Psychological Society, BPS and others. The author analyzes the empirical base of the research and systematizes the existing standards and recommendations for assessing testing. The practical significance of the research results lies in the fact that, given the challenges and demands of the modern world, most organizations will allow them to form a systemic development of the measurement process and quickly respond to new challenges that arise before psychometrics.

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4

Noble, Steven. "Performance-Based Standards and Best Management Practice Programs." Proceedings of the Water Environment Federation 2000, no. 5 (January 1, 2000): 606–13. http://dx.doi.org/10.2175/193864700785156091.

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5

Hassall, Kim, and Russell G. Thompson. "Estimating the Benefits of Performance-Based Standards Vehicles." Transportation Research Record: Journal of the Transportation Research Board 2224, no. 1 (January 2011): 94–101. http://dx.doi.org/10.3141/2224-11.

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6

Basch, Ethan, Phyllis Torda, and Karen Adams. "Standards for Patient-Reported Outcome–Based Performance Measures." JAMA 310, no. 2 (July 10, 2013): 139. http://dx.doi.org/10.1001/jama.2013.6855.

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7

Skipsey, Samuel, Wahid Bhimji, and Ricardo Rocha. "Testing performance of Standards-based protocols in DPM." Journal of Physics: Conference Series 396, no. 5 (December 13, 2012): 052064. http://dx.doi.org/10.1088/1742-6596/396/5/052064.

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8

Puchovsky, Milosh. "NFPA's perspectives on performance-based codes and standards." Fire Technology 32, no. 4 (1996): 323–32. http://dx.doi.org/10.1007/bf01037742.

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9

Zhang, Duan, Yihsu Chen, and Makoto Tanaka. "On the effectiveness of tradable performance-based standards." Energy Economics 74 (August 2018): 456–69. http://dx.doi.org/10.1016/j.eneco.2018.06.012.

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10

Scott-Clayton, Judith, and Lauren Schudde. "The Consequences of Performance Standards in Need-Based Aid." Journal of Human Resources 55, no. 4 (March 8, 2019): 1105–36. http://dx.doi.org/10.3368/jhr.55.4.0717-8961r2.

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11

Bennett, John, Jim Tognolini, and Samantha Pickering. "Establishing and applying performance standards for curriculum-based examinations." Assessment in Education: Principles, Policy & Practice 19, no. 3 (August 2012): 321–39. http://dx.doi.org/10.1080/0969594x.2011.614219.

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12

Vos, Hans. "Methods of setting standards for complex performance-based assessments." International Journal of Continuing Engineering Education and Lifelong Learning 14, no. 1/2 (2004): 111. http://dx.doi.org/10.1504/ijceell.2004.004579.

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13

Henning, John E., and Victoria Robinson. "The teacher work sample: Implementing standards‐based performance assessment." Teacher Educator 39, no. 4 (March 2004): 231–48. http://dx.doi.org/10.1080/08878730409555344.

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14

Boulet, John R., David Murray, Joseph Kras, and Julie Woodhouse. "Setting Performance Standards for Mannequin-Based Acute-Care Scenarios." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 3, no. 2 (2008): 72–81. http://dx.doi.org/10.1097/sih.0b013e31816e39e2.

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15

Rector, Perry, and Brian H. Kleiner. "Performance standards: defining quality service in community based organisations." Management Research News 26, no. 2/3/4 (March 2003): 161–69. http://dx.doi.org/10.1108/01409170310783899.

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16

Davies, Ivor. "Development of Performance-based Standards for External Timber Cladding." Energy Procedia 78 (November 2015): 183–88. http://dx.doi.org/10.1016/j.egypro.2015.11.137.

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17

Bruzelius, Fredrik, and Sogol Kharrazi. "Low speed performance based standards for the Nordic countries." International Journal of Heavy Vehicle Systems 28, no. 1 (2021): 110. http://dx.doi.org/10.1504/ijhvs.2021.10037161.

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18

Bruzelius, Fredrik, and Sogol Kharrazi. "Low speed performance based standards for the Nordic countries." International Journal of Heavy Vehicle Systems 28, no. 1 (2021): 110. http://dx.doi.org/10.1504/ijhvs.2021.114414.

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19

Aravind, Deepa, and Petra Christmann. "Decoupling of Standard Implementation from Certification: Does Quality of ISO 14001 Implementation Affect Facilities’ Environmental Performance?" Business Ethics Quarterly 21, no. 1 (January 2011): 73–102. http://dx.doi.org/10.5840/beq20112114.

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ABSTRACT:The literature on certifiable management standards has not paid sufficient attention to implementation of standard requirements in certified firms. Firms that obtain standard certification to achieve the legitimacy benefits of certification may not implement standard requirements sufficiently to realize the standard’s intended performance outcomes. We argue that such decoupling of implementation from certification threatens the effectiveness of certifiable standards as governance mechanisms for firms’ environmental conduct because standard certification may not accurately signal firms’ superior environmental performance to external stakeholders. Empirical findings based on the ISO 14001 standard at the facility level support this view: Quality of standard implementation affects facilities’ environmental performance, and environmental performance of certified and non-certified facilities does not differ significantly for the overall sample and low-quality implementers, while high-quality implementers have better environmental performance than their non-certified counterparts. We provide recommendations for increasing the effectiveness of governance systems for firm conduct based on certifiable standards.

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20

Basch, Ethan M., Christine Goertz, Keri Christenson, Amaris Crawford, R. Adams Dudley, and John Spertus. "Standards for evaluating patient-reported outcome (PRO)-based performance measures." Journal of Clinical Oncology 30, no. 34_suppl (December 1, 2012): 45. http://dx.doi.org/10.1200/jco.2012.30.34_suppl.45.

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45 Background: There is growing interest to use performance measures that integrate patient-reported outcomes (PROs), but there are no existing methodological standards for developing, implementing, or analyzing such measures in this context. Methods: To develop standards for evaluating PRO-based performance measures submitted to or developed by the American Medical Association-convened Physician Consortium for Performance Improvement, a multi-disciplinary expert technical panel was assembled. A systematic literature review and landscape overview were conducted to identify use cases and existing PRO standards in related contexts. Lessons learned from use cases and existing standards guided development of discrete methodological standards. Results: The systematic review identified only one use case, whereas the landscape overview identified eight. Five purposes were identified for which PROs might be measured to assess performance, including one categorized as process and four as outcome. Eight discrete methodological standards were developed which will be detailed at the meeting. Conclusions: The patient perspective is an essential but missing component of performance evaluation. When appropriately elicited, data from patients can be informative. Lack of adherence to good practices and inadequate patient input when developing measurement strategies are potential pitfalls to be avoided.

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21

Leonard, William H., Barbara J. Speziale, and John E. Penick. "Performance Assessment of a Standards-Based High School Biology Curriculum." American Biology Teacher 63, no. 5 (May 1, 2001): 310–16. http://dx.doi.org/10.2307/4451117.

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22

Stavrianidis, Paris, and Kumar Bhimavarapu. "Performance-based standards: safety instrumented functions and safety integrity levels." Journal of Hazardous Materials 71, no. 1-3 (January 2000): 449–65. http://dx.doi.org/10.1016/s0304-3894(99)00093-x.

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23

Logerstedt, David, Jodie McClelland, and Lynn Snyder-Mackler. "Establishing Performance-based Standards After ACL Reconstruction: A Systematic Review." Medicine & Science in Sports & Exercise 43, Suppl 1 (May 2011): 806. http://dx.doi.org/10.1249/01.mss.0000402243.69152.85.

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24

O’Pry, Stephen C., and Gary Schumacher. "New teachers’ perceptions of a standards-based performance appraisal system." Educational Assessment, Evaluation and Accountability 24, no. 4 (May 2, 2012): 325–50. http://dx.doi.org/10.1007/s11092-012-9148-4.

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25

Nothacker, M., T. B. Shaw, and T. Stokes. "017 Guideline Based Performance Measures: towards G-I-N Standards." BMJ Quality & Safety 22, Suppl 1 (August 2013): A17.1—A17. http://dx.doi.org/10.1136/bmjqs-2013-002293.48.

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26

Dwyer, Carol Anne. "Criteria for performance-based teacher assessments: Validity, standards, and issues." Journal of Personnel Evaluation in Education 8, no. 2 (July 1994): 135–50. http://dx.doi.org/10.1007/bf00972260.

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27

Townsley, Matt. "Considering Standards-based Grading." Journal of School Administration Research and Development 4, no. 1 (July 20, 2019): 35–38. http://dx.doi.org/10.32674/jsard.v4i1.1941.

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Rather than awarding points for a combination of worksheet completion, quiz performance, in-class participation, and essay writing, standards-based grading separates academics from non-academic factors and communicates students' progress towards mastery of course or grade-level standards. Some secondary schools are moving towards standards-based grading (SBG) in an attempt to produce more consistent grading practices, however the empirical evidence resulting from this change is mixed. The purpose of this article is to describe principles of standards-based grading, empirical support of SBG, and several common challenges secondary school leaders may face when considering this philosophical shift. Future research recommendations include exploring the perspectives of college students who graduate from high schools using SBG to understand the longer-term successes and shortcomings of the grading system.

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28

Yoshioka, Gary, Julie Reber, Ryan Thompson, and Joan Tilghman. "PERFORMANCE STANDARDS FOR SPILL PREVENTION AT OIL STORAGE FACILITIES." International Oil Spill Conference Proceedings 2008, no. 1 (May 1, 2008): 217–19. http://dx.doi.org/10.7901/2169-3358-2008-1-217.

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ABSTRACT Performance standards state requirements in terms of required results, with criteria for verifying compliance but without stating the methods for achieving required results. A performance standard may define functional requirements for the item, operational requirements, or interface and interchangeability characteristics. A performance standard may be viewed in juxtaposition to a prescriptive standard, which may specify design requirements, such as materials to be used, how a requirement is to be achieved, or how an item is to be fabricated or constructed. A performance standard for spill prevention specifies the outcome required, but leaves the specific measures to achieve that outcome up to the discretion of the regulated facility. In contrast to a design standard or a technology-based standard that specifies exactly how to achieve compliance, a performance standard sets a goal and lets each regulated facility owner or operator decide how to meet it. Since 1993, U.S. Federal regulations complied with Executive Order 12866, which specifies the use of performance standards. Thus, it is not surprising that the 2002 revisions of U.S. Environmental Protection Agency'S Oil Pollution Prevention regulation, which was first published in 1973, included several performance-based provisions. The regulation requires nearly every significant oil storage facility in the nation to prepare a Spill Prevention Control and Countermeasure Plan. Regulatory provisions that had set prescriptive standards or design requirements in 1973, allow much more flexibility today. This poster presentation briefly examines the trend toward performance-based environmental regulations in the U.S. and the evolution of the Oil Pollution Prevention regulation.

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29

Jitendra, Asha K., Danielle N. Dupuis, and Anne F. Zaslofsky. "Curriculum-Based Measurement and Standards-Based Mathematics." Learning Disability Quarterly 37, no. 4 (January 2, 2014): 241–51. http://dx.doi.org/10.1177/0731948713516766.

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This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS measure every 2 weeks across 12 school weeks. Results indicated that the CBM-WPS measure was reliable and significantly correlated with measures of arithmetic WPS, number combinations fluency, and a standardized test of mathematics achievement. Results of growth modeling indicated that students showed significant growth on the CBM-WPS measure, with an average increase of 0.33 problems correct per week. Additional analyses revealed that students identified as high at-risk demonstrated similar growth as students identified as low at-risk. Furthermore, the CBM-WPS growth slopes were a significant predictor of students’ spring performance on a standardized test of mathematics achievement, demonstrating their predictive validity. Implications for practice and future research for assessing mathematics skill development are discussed.

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30

Kim, Yeong-Bin, Ji-Young Seo, Soo-Youn Lee, and Hyung-Doo Park. "Performance Evaluation of Glucometer Barozen H Based on ISO 15197 Standards." Laboratory Medicine Online 5, no. 1 (2015): 6. http://dx.doi.org/10.3343/lmo.2015.5.1.6.

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31

Paik Nam JIn and 온정덕. "The meaning of standards and performance in a competency-based curriculum." Journal of Curriculum Studies 32, no. 4 (December 2014): 17–46. http://dx.doi.org/10.15708/kscs.32.4.201412.002.

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32

Ehie, Ike C., and Demetrius Karathanos. "Business Faculty Performance Evaluation Based on the New AACSB Accreditation Standards." Journal of Education for Business 69, no. 5 (June 1994): 257–62. http://dx.doi.org/10.1080/08832323.1994.10117695.

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33

Harden, J. C., D. S. Reese, M. B. Evans, S. Kadambi, G. J. Heney, C. E. Hudnall, and C. Alexander. "In search of a standards-based approach to hybrid performance monitoring." IEEE Parallel & Distributed Technology: Systems & Applications 3, no. 4 (1995): 61–71. http://dx.doi.org/10.1109/88.473614.

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34

Ester, Don P. "Raising The Standards Music Teacher Education in a Performance-Based World." Journal of Music Teacher Education 14, no. 1 (September 2004): 34–38. http://dx.doi.org/10.1177/10570837040140010107.

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35

Huff, Kristen, and Barbara S. Plake. "Innovations in Setting Performance Standards for K–12 Test-Based Accountability." Measurement: Interdisciplinary Research & Perspective 8, no. 2-3 (August 31, 2010): 130–44. http://dx.doi.org/10.1080/15366367.2010.508690.

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36

Brown, Dan G. "Development of Performance Standards: A Practical Guide." Public Personnel Management 16, no. 2 (June 1987): 93–114. http://dx.doi.org/10.1177/009102608701600201.

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This article presents a broad training format undertaken by a public jurisdiction for the successful development of performance standards. The article is based on a three-hour training course given by the agency's training division which includes one hour of lecture, one and one-half hours on a simulation exercise (Appendix A), and one-half hour of discussion on the performance report form and appraisal interview. Appendix B presents a sample of standards resulting from the simulation exercise.

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37

Reeves, Douglas B. "Standards Make a Difference: The Influence of Standards on Classroom Assessment." NASSP Bulletin 85, no. 621 (January 2001): 5–12. http://dx.doi.org/10.1177/019263650108562102.

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The focus of academic standards should be on rigorous classroom assessment, and the influence of that assessment process is overwhelmingly positive for the thinking, reasoning, and communications skills of students and their performance on high-stakes tests. School leaders are encouraged to promote the effectiveness and fairness of standards-based assessments in their schools.

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38

Kozawa, K. "Formation of the Technical Standards for Port Facilities Based on the Performance." Concrete Journal 44, no. 6 (2006): 3–8. http://dx.doi.org/10.3151/coj1975.44.6_3.

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39

McKinley, Danette W., and John J. Norcini. "How to set standards on performance-based examinations: AMEE Guide No. 85." Medical Teacher 36, no. 2 (November 20, 2013): 97–110. http://dx.doi.org/10.3109/0142159x.2013.853119.

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40

Shaw, W. M., Robert Burgin, and Patrick Howell. "Performance standards and evaluations in IR test collections: Cluster-based retrieval models." Information Processing & Management 33, no. 1 (January 1997): 1–14. http://dx.doi.org/10.1016/s0306-4573(96)00043-x.

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41

Van Meter, D. J. "STARS. (Standards task accountability and rating system) task based performance evaluation system." Performance + Instruction 29, no. 6 (July 1990): 42–44. http://dx.doi.org/10.1002/pfi.4160290612.

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42

Shaw, W. M. "Retrieval expectations, cluster-based effectiveness, and performance standards in the CF database." Information Processing & Management 30, no. 5 (September 1994): 711–23. http://dx.doi.org/10.1016/0306-4573(94)90079-5.

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43

Sholeh, M. N., A. Nurdiana, B. Dharmo, and Suharjono. "Implementation of construction supply chain flow based on SCOR 12.0 performance standards." Journal of Physics: Conference Series 1833, no. 1 (March 1, 2021): 012012. http://dx.doi.org/10.1088/1742-6596/1833/1/012012.

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44

Bakaeva, N. V., A. Yu Natarova, and A. Yu Igin. "CRITERIA FOR THE EVALUATION OF THE ENVIRONMENTAL PERFORMANCE OF RESIDENTIAL AND PUBLIC BUILDINGS BASED ON GREEN BUILDING CONCEPT." Proceedings of the Southwest State University 21, no. 1 (February 28, 2017): 57–68. http://dx.doi.org/10.21869/2223-1560-2017-21-1-57-68.

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The article is devoted to the ecological assessment of buildings as the human environment based on the Green building conception. Authors proved the relevance of assessment of the impact of real estate as the man-made environment elements on the environment and human health. The concepts of comfort and safety of buildings and facilities for the people, which are considered as the basic category required for the formation of an effective human capital, were introduced in this article. The need to move from a traditional design and construction to the "green" was highlighted and its main objectives were marked. The actions of "green standards", which are an effective tool for environmental assessment of buildings, were described. The main objectives of the introduction of eco-standards and rating systems, and eco-certification were identified in this article. International and national standards were reviewed separately. The main criteria for evaluating the environmental performance of real estate included in the structure of various "green" standards are systematized. The structure of the existing national and international eco-standards, including Russian is reflected intuitively. Their basic features (for example, the minimum requirements for certification in one of the standards require compliance with all the criteria perfectly, and in the other - a certain set of minimum criteria) are marked, as well as strengths and weaknesses. In the article possibilities of adaptation of the most common eco-standards for use in other countries with different climatic, social, political and other features are indicated. Authors compare national and international "green" standards (including the Russian GOST R 54964-2012) in terms of their structure and composition of the main criteria for the environmental assessment of the property. The comparison highlighted basic categories common to all existing standards, as well as unique criteria inherent in this or that assessment systems. The authors also examined the application of various eco-standards and concluded that the same standard cannot be used simultaneously for residential, public and industrial buildings because the priority requirements for environmental safety directly depend on the destination of the property. The authors have formulated proposals for improvement of the Russian national ecological assessment system: the introduction of new criteria and a detailed study of existing, developing effective evaluation methodologies, the adjustment of the standard requirements depending on the destination of the property.

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45

Angel, David P., and Michael T. Rock. "Global Standards and the Environmental Performance of Industry." Environment and Planning A: Economy and Space 37, no. 11 (November 2005): 1903–18. http://dx.doi.org/10.1068/a3788.

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In this paper we examine the emergence of firm-based global environmental standards as an approach to managing the environmental performance of complex global production networks. Firm-based global environmental standards exist when a firm defines a uniform set of process and product environmental performance requirements that must be adhered to by all of a firm's facilities around the world, even if these firm-based standards exceed the requirements of local and national environmental regulations. We identify increasingly stringent end-market environmental regulation, as well as growing concern over the need to protect a firm's reputational capital and operating legitimacy, as two key drivers of the adoption of firm-based environmental standards. Our analysis suggests, however, that firms are responding to these external drivers in part because of the characteristics of global production networks—a production form that depends on the ability to produce from any manufacturing plant to any end market. The paper examines the impact of firm-based environmental standards through case studies of a cement plant in Thailand and an electronics manufacturing plant in Penang, Malaysia. In line with the literature on new institution economics, the case studies demonstrate that firm-based standards are providing a platform for learning and innovation within the firm.

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46

Pratiwi, Henny, Tertiarto Wahyudi, and Arista Hakiki. "PENGARUH KARAKTERISTIK INDIVIDU DAN MOTIVASI KERJA TERHADAP PENERAPAN STANDAR AUDIT BERBASIS PRINSIP (INTERNATIONAL STANDARDS ON AUDITING) (Studi Eksperimen Pada Mahasiswa Akuntansi Universitas Sriwijaya)." AKUNTABILITAS: Jurnal Penelitian dan Pengembangan Akuntansi 11, no. 1 (August 9, 2019): 71–86. http://dx.doi.org/10.29259/ja.v11i1.8930.

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The comprehension and application of the Principle Based Audit Standards (International Standards on Auditing) is must be done by auditors in Indonesia. However, each individual characteristic has a different way of understanding and applying that standard. This study aims to measure the influence of individual characteristics and motivation on applying Principle Based Audit Standards (ISA). This study used an experimental method with posttest only control design. Quantitative data was obtained in interval scale that states performances in applying the Principle Based Audit Standards (ISA). The experimental results show that there are interactions between individual characteristics and motivation. Individuals with non-systematic characteristic have higher performance. While individuals with systematic characteristic will have higher performance if given a motivation.

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47

Daumiller, Martin, and Stefan Janke. "The Impact of Performance Goals on Cheating Depends on How Performance Is Evaluated." AERA Open 5, no. 4 (October 2019): 233285841989427. http://dx.doi.org/10.1177/2332858419894276.

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We investigated how evaluation standards employed in performance tests affect the impact of performance goals (here focused on appearance) on academic cheating. Thereby, we assumed that appearance goals would lead to increased cheating only if students’ performance was presumably evaluated based on results rather than on the strategies they applied to solve questions. A total of 169 university students (68.6% female) participated in an experimental design with 2 (induced appearance goals vs. no goal induction) × 2 (process-based vs. result-based evaluation standards) between-subject conditions. We assessed cheating using a confederate student observing the participants’ behaviors and by measuring whether participants reported that they solved unsolvable questions. Confirming our hypotheses, we found that students were more likely to cheat only when appearance goals were induced and the evaluation standard focused on the results. This new knowledge helps explain the mixed findings regarding how performance goals affect cheating and provides opportunities to reduce cheating in high-stakes testing situations.

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48

Rupp, André A., and Nonie K. Lesaux. "Meeting Expectations? An Empirical Investigation of a Standards-Based Assessment of Reading Comprehension." Educational Evaluation and Policy Analysis 28, no. 4 (December 2006): 315–33. http://dx.doi.org/10.3102/01623737028004315.

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The present study was designed to examine the relationship between performance on a standards-based assessment of reading comprehension in fourth grade and performance on a diagnostic battery of component skills of reading for a cohort of children who were followed from kindergarten through fourth grade. The findings demonstrate that the relationship between performance on component skills of reading and the proficiency classifications from the standards-based assessment is generally weak. They also demonstrate that the relationship between the proficiency classifications and a norm-referenced diagnostic measure of reading comprehension is only moderate. Furthermore, the study shows that the broad proficiency-level classifications of the standards-based assessment mask significant heterogeneity in children’s performance on some of the component skills assessed, both within and across proficiency classifications. In turn, the ability of the standards-based assessment results to inform instructional interventions is low. The implications of these findings for instructional planning within standards-based accountability systems are discussed.

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49

Chow, Chee W., Tim M. Lindquist, and Anne Wu. "National Culture and the Implementation of High-Stretch Performance Standards: An Exploratory Study." Behavioral Research in Accounting 13, no. 1 (January 1, 2001): 85–109. http://dx.doi.org/10.2308/bria.2001.13.1.85.

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This study explores how national culture affects employees' reaction to different modes of implementing high-stretch performance standards. An experiment was performed using Chinese and U.S. nationals to represent cultures that diverge on two relevant dimensions: power distance and individualism/collectivism. Consistent with culturally based expectations, Chinese nationals more readily accepted imposed high-stretch performance standards—relative to U.S. nationals—as manifested by the degree to which they performed up to those standards. Also, differences were found between Chinese and U.S. nationals' satisfaction with high-stretch performance standards under autocratic vs. consultative participation in the standard-development process. However, further analysis was unable to dismiss the possibility that this result, which was based on subjects' self-reports on Likert-scale questions, could have been an artifact of cross-national, response-set bias. Other findings indicated that national-culture effects arose in more complex ways than were originally conceived.

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50

Hwang, Jin-Yup, Man Young Jung, and Sang-Wook Lee. "Overviews on LTE-Based V2X Receiver in 3GPP Standards and Its Performance Analysis." Journal of Korean Institute of Communications and Information Sciences 42, no. 10 (October 31, 2017): 1918–25. http://dx.doi.org/10.7840/kics.2017.42.10.1918.

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