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Relevant bibliographies by topics / Report writing – Evaluation

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Academic literature on the topic 'Report writing – Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Report writing – Evaluation"

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Chung, Dong Sun, Duk Soo Moon, Myung Hoon Lee, and Young Sook Kwack. "Custody Evaluation Process and Report Writing." Journal of the Korean Academy of Child and Adolescent Psychiatry 31, no. 2 (April 1, 2020): 58–65. http://dx.doi.org/10.5765/jkacap.200006.

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Brigham, Christopher, Lorne K. Direnfeld, Steven Feinberg, Les Kertay, and James B. Talmage. "Independent Medical Evaluation Best Practices." Guides Newsletter 22, no. 5 (September 1, 2017): 3–18. http://dx.doi.org/10.1001/amaguidesnewsletters.2017.sepoct01.

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Abstract The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), Sixth Edition, states that an independent medical evaluation (IME) usually is a “one-time evaluation performed by an independent medical examiner who is not treating the patient or claimant, to answer questions posed by the party requesting the IME.” Evaluators must adhere to best practice standards and must know that these standards may change over time and must meet the needs of the relevant jurisdiction. IMEs take place in several arenas, including automobile casualty, workers’ compensation, personal injury, medical malpractice, and long-term disability and differ from traditional clinical evaluations. The evaluating physician must be independent and has no (or only a limited) physician–patient relationship. The qualifications required of an IME examiner vary by arena, jurisdiction, and issues. Medical evaluators should be board certified and can obtain a special credential from, eg, the American Board of Independent Medical Examiners or the International Association of Independent Medical Evaluators. In addition, evaluators should have demonstrated abilities in report writing and court testimony, and a section of this article provides a general outline of the topics that should be covered in a thorough report. Quality IME reports are the result of thoughtful, thorough evaluations performed by physicians who have knowledge, skills, and experience in both clinical medicine and the assessment of medicolegal issues.

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Ramaligela, Sylvia M. "Assessing Fourth Year Student-teachers’ Understanding of Self-evaluation Report Writing." Procedia - Social and Behavioral Sciences 116 (February 2014): 3838–42. http://dx.doi.org/10.1016/j.sbspro.2014.01.851.

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Khan, Soada Idris. "AN EVALUATION OF TECHNICAL REPORT WRITING SYLLABUS AT THE PREPARATORY YEAR PROGRAM." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 1. http://dx.doi.org/10.25134/erjee.v7i1.1528.

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The current study aims to critically analyze the contents of the Technical Report Writing syllabus as well as identify whether the syllabus meets course objectives or not. The study also suggests some remedies to improve the contents of the syllabus. As part of the study, twenty EFL teachers from Preparatory Year Program were selected for this study. A quantitative questionnaire containing 10 statements was administered to gather data from the participants. In addition, an interview session with a set of 5 questions based on the key elements on the current syllabus was also conducted with the teachers to have their expert opinion and suggestions. The analysis of data revealed that textbook is appropriate for the students and needs not be replaced. However, syllabus should include some more activities that may address to the needs of weak students. The study also suggests teachers to exploit other resources (from internet or library) in order to give an extra push to the learners.Keywords: course objectives; syllabus analysis; technical report writing.

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Walker, Mirabelle, and Judith Williams. "Critical evaluation as an aid to improved report writing: a case study." European Journal of Engineering Education 39, no. 3 (November 18, 2013): 272–81. http://dx.doi.org/10.1080/03043797.2013.858105.

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Yahya, Noorchaya, Hind Alotaibi, and Dina Abdel Salam El-Dakhs. "Parallel Corpora in EFL Writing Classrooms." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 2 (April 2020): 23–39. http://dx.doi.org/10.4018/ijcallt.2020040102.

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This study reveals the impact of using parallel corpora on EFL students' writing, and how students perceive it. Female undergraduates (n=46) in an EFL writing course in Saudi Arabia were divided randomly into experimental and control groups taught by the same instructor, using the same materials. Students in the experimental group were introduced to three parallel corpora and encouraged to use them in their writing. Tests at the beginning of the semester showed no difference in English proficiency or writing ability between groups. Over the semester, students in both groups also wrote 5 writing assignments and took three writing exams. To examine students' perceptions of parallel corpora, students in the experimental group were asked to write a self-evaluation report and answer an evaluation questionnaire. Quantitative and qualitative analysis showed significant improvement in their writing but no significant difference between groups. However, students' perception of parallel corpora was generally positive.

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Sanjaya, Dedi, and Lia Agustina. "Enhancing the EFL Students’ Achievement in Writing Descriptive Text through Think-Pair-Share." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 1 (May 30, 2019): 64–73. http://dx.doi.org/10.35307/saltel.v2i1.18.

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The purpose of tis study was to investigate English as Foreign Language (EFL) students’ achievement in writing skill (descriptive text) through Think Pair Share method. Therefore, the action research design was implemented to match with the purpose of the study. The techniques of collecting the data were writing test, observation, questionnaire, and interview. The result of the study shows that the students’ achievement sustainably improved from the first evaluation, which was 66,4375 to second evaluation, which was 78,125 and to the third evaluation, which was 87,5625. The score continuously improved from the first evaluation to the third evaluation. Observation result shows that the students gave their good attitudes and responses during teaching and learning process by applying the application of TPS (Think Pair Share) method. Questionnaire and interview report shows that students agreed that the application of TPS (Think Pair Share) method had helped them in writing descriptive text. In conclusion, the application of TPS method significantly improved students’ achievement in writing descriptive text.

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Hilliard, Ann, and Winona Taylor. "Collaborative Approach: The Self-Study Process And Writing The Report." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 21. http://dx.doi.org/10.19030/cier.v3i12.920.

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When conducting a self-study within an educational organization, there should be a collaborative effort by members of the organization regarding the process and writing the report. In order to create a culture of self-study and to make the process clear to all stakeholders (faculty, staff, students leaders, administrators and support partners), there should be frequency in evaluation and assessing the progress of the organization. The self-study should be conducted for “self” and to prepare for the accreditation association’s visit every five years generally. The major purpose of the self-study is not only to comply with wishes of the accreditation association’s standards, but to comprehensively evaluate how the stakeholders or educators are doing within the organization. The self-study should show how the educational organization has evolved and improved its services and commitment over the past several years by addressing strengths and areas recommended for improvement. In preparation for articulation for the growth of the organization, each department within the organization should have in place a common formatted template for writing up the self-study report based on the standards set by the accrediting agency. The standards stated/written by the accrediting agency will help to guide the writing process. In essence, the template will help the writing groups to know who, what, when, where, and why to address needed information. These group writers should know how to address information needed in a precise manner and to the point when writing the report. The writing groups should use information, materials and resources that the educational organization already has on hand to write the report. The available and use of data within the organization should be collected and analyzed by groups and committees of individuals, with expertise, to be shared with others and write the self-study report. All written information for the self-study report should be supported by evidence of physical and electronic documents for review by stakeholders and the visiting accreditation association team. When writing the self-study report in preparation for the accreditation association visit, this is the general format to follow: introduction, degree programs and objectives, general education, resources/materials, outcome assessment, specific recommendation for improvement, a comprehensive look at graduate programs, summary evaluation and optional information about success stories i.e. using photos or graphics.

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Choi, Nancy, Peony Kwok, and Viola Wong. "The Role of Checklists in Learning How to Write." Journal of Technical Writing and Communication 26, no. 3 (July 1996): 315–23. http://dx.doi.org/10.2190/drtm-5atf-x6m0-hjak.

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In learning how to write, one has to cope with many demands on language proficiency, organization skills, and intellectual ability. A checklist of what is required can help to clarify all these demands and to turn them into manageable items or units for practice, implementation, and evaluation. The skills involved in designing and applying checklists resemble those required for dealing with the writing tasks on campus and/or at work. The focus of this article is on using checklists to improve the skills of one kind of writing—the report, among students from two faculties in a tertiary institute. The reports are for different purposes, situations, and readers. The article will discuss the different approaches in adopting a checklist to facilitate the report-writing process. It will highlight using students' work or authentic materials as an input to their own learning and helping them to integrate the skills learned with their work on the campus and in the workplace.

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Okanlawon, A. E. "Flaws in Research Report Writing: An Evaluation of Research Reports Submitted for an International Conference on Education." OUSL Journal 13, no. 2 (December 31, 2018): 25. http://dx.doi.org/10.4038/ouslj.v13i2.7405.

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Dissertations / Theses on the topic "Report writing – Evaluation"

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Cheng, Leung Wai-lin Winnie. "An evaluation of a laboratory report writing unit for medical laboratory science students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626500.

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Leung, Li Yuen-yee Peggy. "An evaluation of the standard report writing component of two English courses at the Hong Kong Polytechnic." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626615.

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Cheng, Winnie, and 鄭梁慧蓮. "An evaluation of a laboratory report writing unit for medical laboratory science students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626500.

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Vardi, Iris. "Tertiary student writing, change and feedback : a negotiation of form, content and contextual demands." University of Western Australia. Graduate School of Education, 2003. http://theses.library.uwa.edu.au/adt-WU2004.0047.

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This study aimed to examine the relationship between teacher written feedback and change in the writing of tertiary students in their final year of undergraduate study through investigating: (i) the characteristics of final year undergraduate tertiary students’ texts prior to receiving feedback; (ii) the way these characteristics change after written feedback is given; and (iii) the relationship between the changes made and the types of feedback given. The study examined student texts and teacher written feedback that arose naturally out of a third year disciplinary-based unit in which the students each submitted a text three times over the course of a semester, each time receiving feedback and a mark prior to rewriting and resubmitting. Two in-depth non-quantitative analyses were conducted: one analysing the characteristics of each of the students’ texts and how these changed over the course of the process, the other analysing the relationship between the different types of feedback and the changes that occurred in the subsequent text. The analysis of the students’ texts and their changes covered: (i) coherence; (ii) the sources used and the manner in which these were cited and referenced; (iii) academic expression and mechanics; and (iv) additional expectations and requirements of the writing task. These characteristics and their changes were related to the instructional approaches to which all the students had been exposed in their first, second and third year studies. The analysis shows that, on their own accord, the third year students were able to produce a range of generalisable characteristics reflecting the “basics” in writing and demands specific to the tertiary context that had been revealed through the instructional approaches used. The problems in the students’ texts were mainly related to (i) executing and expressing the specific requirements of the task and (ii) their reading of the social context. Most of the changes in the texts were related to the feedback given. Some of these changes directly resolved problems, however, others did not. Some changes occurred to accommodate other changes in the text and some were made to satisfy a demand of the lecturer sometimes resulting in a problem that did not present in the previous text. These findings enabled insights to be drawn on two major views of tertiary student writing: the deficit view in which the problems in student’s texts are seen to be due to a lack of “basic skills”; and the view that students’ problems arise due to the new demands of the tertiary context. The study found that the deficit view and the “new demands” view were unable to explain all the characteristics of the students’ texts and their changes. Arising out of these findings, this study proposes that the characteristics of a student’s text show the end result of how that student negotiated and integrated his/her understanding of form, content and contextual demands at the time of writing. In analysing the relationship between the different types of feedback and the changes that occurred, the feedback was categorised according to the issue that was being addressed, the manner in which it was given, and its scope. The different types of feedback were directly related to the changes that occurred in the students’ subsequent rewrites. The analysis shows that clear direct feedback on which students can act is strongly related to change where it (i) addresses characteristics that could be readily integrated into the existing text without the need to renegotiate the integration of form, content and contextual demands OR (ii) addresses characteristics and indicates to students how to negotiate the integration between form, content and contextual demands where integration in the text needs to change. In addition, the analysis shows that change is further influenced by the balance between the various individual points of feedback and the degree to which they reinforced each other. The findings from both analyses in this study show that the use of feedback that is strongly related to change can improve the writing of all students beyond what they learn through other instructional approaches to writing.

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Leung, Li Yuen-yee Peggy, and 梁李婉儀. "An evaluation of the standard report writing component of two English courses at the Hong Kong Polytechnic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626615.

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Crawford, Wayne Fortune Ron. "Criteria for evaluating composition their place in students' composing processes /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819891.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 14, 2006. Dissertation Committee: Ron Fortune (chair), Doug Hesse, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 191-201) and abstract. Also available in print.

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Proske, Antje. "Entwicklung und Evaluation computerbasierter Trainingsaufgaben für das wissenschaftliche Schreiben." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2006. http://nbn-resolving.de/urn:nbn:de:swb:14-1161162709655-83056.

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Wissenschaftliches Schreiben ist eine sehr komplexe Aufgabe, die eine Vielzahl unterschiedlicher Aktivitäten umfasst. Viele Studierende haben jedoch Schwierigkeiten, die damit verbundenen Anforderungen selbständig zu bewältigen. Im Mittelpunkt des Interesses der vorliegenden Arbeit stand daher die Entwicklung und Evaluation interaktiver computerbasierter Trainingsaufgaben, die Studienanfänger beim Erwerb von Grundkompetenzen des wissenschaftlichen Schreibens unterstützen. Zentrale Anliegen dieser Arbeit waren: (a) die psychologisch begründete Entwicklung einer computerbasierten Schreibumgebung für das wissenschaftliche Schreiben, (b) die theoretisch und methodisch begründete (Weiter-)Entwicklung von Instrumenten zur Untersuchung der Bedingungen und Wirkungen der Schreibumgebung und (c) die empirische Überprüfung der lern- und motivationspsychologischen Wirkungen des Arbeitens mit der Schreibumgebung. Im ersten Teil der Arbeit wird aus theoretischen Überlegungen und Modellen zum Schreibprozess bzw. zum Textverstehen ein integratives Modell des wissenschaftlichen Schreibens abgeleitet. Auf dieser Grundlage wird eine prototypische Trainingsumgebung entwickelt und formativ evaluiert. Anhand der Ergebnisse der formativen Evaluation wird der Prototyp zur Schreibumgebung „escribo“ weiterentwickelt. Diese Schreibumgebung setzt systematisch empirisch bestätigte Schreibstrategien um. Somit werden die Schreibenden in ihrem Schreibprozess kognitiv und metakognitiv unterstützt und angeleitet. Zur Untersuchung individueller Einflussgrößen auf den Schreibprozess werden im zweiten Teil der Arbeit verschiedene Fragebögen, z.B. zu motivationalen Aspekten beim wissenschaftlichen Schreiben entwickelt. Weiterhin wird ein verhaltensorientierter Fragebogen zu Strategien beim akademischen Schreiben (FSAS) konzipiert und hinsichtlich seiner Struktur sowie Reliabilität überprüft. Die Ergebnisse einer empirischen Studie mit zwei Messzeitpunkten zur Wirkung der Schreibumgebung weisen darauf hin, dass das Arbeiten mit der Schreibumgebung einer Übungssituation überlegen ist: Zum Messzeitpunkt 1 z.B. schrieben die Versuchspersonen mit computerbasierter Schreibunterstützung besser verständliche Texte. Daraus lässt sich der Schluss ziehen, dass es unter folgenden Bedingungen möglich ist, wissenschaftliches Schreiben computerbasiert zu fördern: Der komplexe Schreibprozess muss aufgebrochen werden, um die Anforderungen des wissenschaftlichen Schreibens transparent machen zu können. Außerdem sollten empirische und theoretische Erkenntnisse systematisch genutzt werden, um angemessene Strategien gezielt fördern zu können
Academic writing is a complex task that involves a variety of cognitive and metacognitive activities. However, many university students perceive academic writing as an ill-defined task which, as a consequence, leads to feelings of incompetence and frustration. Thus, the purpose of the research presented here was to develop and evaluate interactive web-based training exercises to support students’ acquisition of basic writing competences. The main concerns include the: (a) development of a psychologically sound computer-based writing environment for academic writing; (b) development and enhancement of theoretically and methodologically sound instruments to study conditions and effects of such a writing environment; and (c) empirical investigation of the effects of working with the writing environment on achievement and motivation. In the first part of the dissertation an integrative model of academic writing is derived from theoretical considerations and models of the writing process as well as text comprehension. On this basis, a prototype of the writing environment is developed and evaluated in a pilot study. The results of the pilot study were used to design the writing environment “escribo”. This writing environment systematically applies empirically proven writing strategies. As a result, students receive cognitive and meta-cognitive support in their writing. To investigate individual influences on the writing process, various questionnaires, e.g. on motivational aspects of writing, were developed in the second part of the research presented here. Furthermore, a behaviour-oriented questionnaire on strategies in academic writing (FSAS) was designed and assessed regarding its structure and reliability. An empirical study using two measuring values was carried out to determine the effects of the writing environment. Its results show that there is some evidence that working with the writing environment is superior to a situation without any support; in session 1, for example, students supported by “escribo” wrote texts with a better readability compared to students working without support. Therefore, it can be concluded that such a computer-based writing environment can foster the acquisition of basic competencies in academic writing. This holds true only, if the following prerequisites are met. Firstly, the complexity of the writing process has to be broken up in order to make the demands of academic writing transparent. Secondly, theoretical and empirical findings should be used systematically to foster adequate writing strategies

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Silinda, Fortunate Tintswalo. "Coping with stress during report writing in an ODL environment." Diss., 2013. http://hdl.handle.net/10500/13474.

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The aim of this study was to demonstrate how postgraduate students cope with the stress induced while adjusting to the various proposal and research report writing phases they are involved in. It is further purported that difficulties in adjusting to the various proposal and research report writing phases and lack of support lead to students experiencing stress. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. This study employed the Stress and Support Questionnaire for University Students to determine the stress postgraduate students encountered while adjusting to the proposal and research report writing phases they were in. Furthermore, this questionnaire was also used to understand how these students use support as a coping mechanism. The various research hypotheses were tested using an explanatory mixed method research design. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. Data was analysed using Statistical Package for Social Sciences (SPSS), Strata software and Microsoft Excel. Statistical analyses included tests, Analysis of Variance (ANOVA) and chi-square tests. The results demonstrated that students experience stress during the adjustment process to the various research report writing phases. However, masters students showed higher levels of stress while adjusting to the research report writing phases, compared with doctoral students. Some of the doctoral students reported that they felt fewer levels of stress, because they were already exposed to postgraduate studies and were aware of what is expected. Furthermore, students who reported feeling stress to a large extent indicated the reasons to be a lack of support from supervisors, delayed and insufficient feedback, lack of financial support, lack of social support, procrastination, and balancing work and studies. Some of the students iv indicated that they do not feel any stress at all because they have surrounded themselves with people who have travelled the path, and their environment is conducive to study. Support from colleagues at work, supervisors, friends and family have also shown to help students adjust to the research report writing phases of their programmes. Although some of the students indicated that they do not experience stress, it is imperative that interventions be designed for those students who do experience challenges when adjusting to the research report writing phases.
Psychology
MA (Psychology)

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Books on the topic "Report writing – Evaluation"

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K, Mitchell Lynda, ed. Counseling research and program evaluation. Pacific Grove, Calif: Brooks/Cole, 1995.

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Writing: From topic to evaluation. Boston: Allyn and Bacon, 1989.

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Foundations of Writing Evaluation Steering Group. Foundations of Writing Evaluation Steering Group final report. Dundee: Scottish Consultative Council on the Curriculum, 1991.

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Hood, Susan. Appraising research: Evaluation in academic writing. New York: Palgrave Macmillan, 2010.

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Scotland. Scottish Executive. Education Department., ed. Improving writing 5-14: A report. [Edinburgh]: SEED, 1999.

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Applebee, Arthur N. The writing report card: Writing achievement in American schools. Princeton, N.J: Educational Testing Service, 1986.

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Appraising research: Evaluation in academic writing. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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South Africa. Public Service Commission. Evaluation of department's annual reports as an accountability mechanism. Pretoria: PSC, 1999.

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Evaluation thesaurus. 4th ed. Newbury Park, Calif: Sage Publications, 1991.

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Kaldor, Susan. Tertiary student writing. Nedlands, N.S.W: University of Western Australia, Graduate School of Education, 1998.

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Book chapters on the topic "Report writing – Evaluation"

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Ford, Kathy, and Alan Jones. "Evaluation, Assessment and Report Writing." In Student Supervision, 127–43. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18693-8_9.

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Zou, Xing. "Structured Evaluation Report of an Online Writing Resource Site." In Advances in Intelligent and Soft Computing, 617–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25986-9_96.

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Zou, Xing. "Structured Evaluation Report of an Online Writing Resource Site." In Advances in Intelligent and Soft Computing, 239–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25989-0_40.

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Abbott, Deah, and Caleb W. Lack. "Using the PAI for evaluation of substance use and comorbid depression and anxiety." In The Elements of Psychological Case Report Writing in Australia, 45–51. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781351258043-5.

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Blicq, Ron S., and Lisa A. Moretto. "Investigation and Evaluation Reports." In Writing Reports to Get Results, 69–83. New York, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119134626.ch6.

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Belva, Brian, Aaron J. Fischer, Amber M. Hasty Mills, Ashley R. Dillon, Amanda J. Beeman, and Julie Cash. "Report Writing for Autism Spectrum Disorder Evaluations." In Handbook of Assessment and Diagnosis of Autism Spectrum Disorder, 45–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27171-2_4.

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Butcher, James N., Giselle A. Hass, Roger L. Greene, and Linda D. Nelson. "Writing assessment evaluation reports in forensic settings." In Using the MMPI-2 in forensic assessment., 237–47. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14571-014.

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Bertrand, Ina, and Peter Hughes. "Reaching Conclusions, Evaluating the Research, Writing the Report." In Media Research Methods, 235–52. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-04128-9_12.

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Belva, Brian, Aaron J. Fischer, Amber M. Hasty Mills, Ashley R. Dillon, Amanda J. Beeman, and Julie Cash. "Erratum to: Report Writing for Autism Spectrum Disorder Evaluations." In Handbook of Assessment and Diagnosis of Autism Spectrum Disorder, E3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-27171-2_25.

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Drogin, Eric Y., and Curtis L. Barrett. "Report Writing and Testimony." In Evaluation for Guardianship, 111–22. Oxford University Press, 2010. http://dx.doi.org/10.1093/med:psych/9780195323603.003.0007.

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Conference papers on the topic "Report writing – Evaluation"

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Etfita, Fauzul, Johari Afrizal, and Sri Wahyuni. "The Evaluation of Edmodo in News and Report Writing Class." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009059700630068.

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Daudaravicius, Vidas, Rafael E. Banchs, Elena Volodina, and Courtney Napoles. "A Report on the Automatic Evaluation of Scientific Writing Shared Task." In Proceedings of the 11th Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-0506.

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Holtrop, Tjitske. "On Writing an Evaluation Report in Afghanistan: Making Heterogeneity Cohere through Writing Infrastructures, Format and Authorship." In 2016 49th Hawaii International Conference on System Sciences (HICSS). IEEE, 2016. http://dx.doi.org/10.1109/hicss.2016.253.

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Yenaeng, Sasikanchana, Somkid Saelee, and Wirachai Samai. "The system evaluation for report writing skills of summary by HGA-SVM with Ontology: Medical case study in problem based learning." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019548.

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Parra-Santos, Teresa, José M. Molina Jordá, Gabriel Luna-Sandoval, Mariano Cacho-Perez, and J. Rubén Pérez. "Learning by Doing on Computational Fluid Dynamics." In ASME 2016 Fluids Engineering Division Summer Meeting collocated with the ASME 2016 Heat Transfer Summer Conference and the ASME 2016 14th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/fedsm2016-7504.

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This work involves the methodology used in the University of Valladolid for Mechanical Engineering students to learn Computational Fluid Dynamics playing an active role. Students pretend to be engineers in a consulting or design office carrying out a fluid mechanics scale down projects. Later they act as reviewers evaluating a project from a colleague. There is a deeper understanding of the topic when they need to discuss the strategies to accomplish the project, to write a technical report and finally to justify the evaluation of other works. Furthermore, they develop their critical thought, writing skills and synthesis capacity. Multimedia material from other institutions that review the concepts learned in the course can be a suitable way to improve the understanding of concepts.

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Ciocanel, Constantin, and Mohammad H. Elahinia. "A Problem Solving Approach for Teaching Engineering Laboratories." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13777.

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This paper presents the redevelopment method and process of the laboratory experiments for the Mechanics and Vibration Laboratory, MIME3390, in the Mechanical, Industrial, and Manufacturing Engineering Department at the University of Toledo. The redevelopment objective was to transform the learning process from a subject-based learning to a problem-solving learning. Particular objective was to provide the students with more hands-on experience and to challenge them by requesting the procedure for each laboratory experiment to be designed and carried out by each group of students. This senior level laboratory course consists of experiments in deformable solid mechanics including stress and deflection analysis, fatigue life evaluation, stability and mechanical vibration. Prerequisite courses for this laboratory are Mechanical Design I and Mechanical Vibrations. In line with the program objectives of the department, the following list of objectives has been defined for this course: "Upon successful completion of this course, the students should have: (1) become knowledgeable in the use of standard instrumentation for static and dynamic structural testing, such as strain gages, load frames, impact hammers, and spectrum analyzers; (2) reinforced material studied in previous mechanics and vibrations courses; (3) improved data analysis skills, and (4) further developed laboratory and technical writing skills." Prior to this redevelopment, as part of the subject-based approach, a classroom lecture preceded each laboratory session. The lecture consisted of the review of the theory pertaining to each experiment to help students refresh their knowledge on the subject. Additionally the description and procedure of the laboratory experiment was covered during this lecture. Prior to each class, the lecture notes, along with the laboratory procedures, were posted on the course website. The step-by-step instructions for each experiment were provided to assist the students in setting up and conducting each experiment. Throughout the semester, eleven experiments were performed. The students wrote individual reports on the experiments consisting of a summary of the acquired data, data analysis, and observations. However, due to the number of students and limited number of lab sessions it was difficult to provide the students with the real hands-on experience with the instrumentation and lab setup. As a result, during the lab the student mostly collected data according to the lab procedure and compiled a report that sometimes was inspired by samples of reports written by former students.

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Carroll, Ernest A., and Dan B. Rathbone. "Using an Unmanned Airborne Data Acquisition System (ADAS) for Traffic Surveillance, Monitoring, and Management." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32916.

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This paper presents the history of and current status of a U.S. DOT and NASA sponsored program designed to demonstrate the feasibility of using a small-unmanned airborne data acquisition system (ADAS) for traffic surveillance, monitoring, and management. ADAS is ideally suited for application in monitoring traffic flow, traffic congestion, and supporting ITS assets. GeoData Systems (GDS), Inc., with principal offices at 10565 Lee Highway, Suite 100, Fairfax, VA 22030 has developed a revolutionary new class of airborne data acquisition systems. In this effort, GDS has teamed with traffic experts DBR & Associates; P.O. Box 12300 Burke, VA. The GDS ADAS has a gross takeoff weight of less than 55 lbs, which includes both the airframe and sensors. It is capable of sustained flight for periods in excess of two hours while carrying a sensor payload of up to 20 lbs. ADAS has nine interchangeable sensor platforms under development to include a hyper-spectral visible-near-IR sensor, a multi-spectral visible near-IR mid-IR sensor, a synthetic aperture radar (SAR) sensor, and a highly flexible high-resolution real-time video sensor. The GDS high-resolution real-time video sensor is ideally suited for traffic monitoring and other highway monitoring applications. The ADAS platform is capable of flying under a combination of pre-programmed Differential Global Positioning Satellite (DGPS) based navigation and manual direct ground control. The ADAS is being fully tested and is planned for use in several DOD base-monitoring studies this year. It should be noted that the ADAS has several levels of backup systems, which allows for a safe descent to the ground via parachute in a worst-case scenario. The system and any liability resulting from its use are fully insured by a major provider. The use of ADAS in traffic surveillance, monitoring, and management is unique and, as far as can be ascertained, has not been used in an official capacity in this way. Because of its ability to collect traffic data, survey traffic conditions, and collect highway inventory and environmental data in a cost-effective manner, and because every metropolitan area needs to collect at least some traffic data, the potential payoff from applying the ADAS is significant. The estimated potential payoff resulting from the use of the ADAS was calculated by taking into consideration information from a recent study conducted for the Federal Highway Administration by the Volpe National Transportation Systems Center1. Using a reported average amount of funds expended annually for traffic data collection by transportation agencies in metropolitan areas with a population of over 200,000 and taking into consideration the estimated budget for staff involved in data collection, it is calculated that transportation agencies in an average metropolitan area spend approximately $5 million per year in traffic data collection. The ADAS can play a cost-saving role in about half of all data collection procedures and can reduce the total cost by 20 percent. Nationally, this could produce an annual savings of $75 million. An additional area where the ADAS can play a useful role is in incident management. It is well documented that more than half of the traffic congestion in the U.S. is caused by incidents, and the problem is getting worse: The percentage of congestion due to incidents is estimated to increase to 70 percent by the year 20053. The Federal Highway Administration further estimates that incident-related traffic congestion will cost the U.S. more than $75 billion in the year 2005, mainly due to lost time and wasted fuel. Comprehensive, accurate surveillance of major incidents will result in a more effective overall response. It can facilitate the process of completing police documentation of incidents, which further reduce their duration. A recent study4 showed that a 23-minute reduction in average incident duration in the Atlanta area saved $45 million in one year. The ADAS is able to provide real time overhead video feeds of an incident and the surrounding traffic situation. In addition, the ADAS can record the incident on video, capturing especially those incidents that are not within the visibility range of any CCTV system, therefore reducing the recording burden of police officers. The valuable role that airborne real-time video can play has been recognized by transportation agencies: The Virginia Department of Transportation (VDOT) has commented enthusiastically on this approach: “…VDOT definitely supports the use of an Unmanned Airborne Sensor for traffic management during a highway incident.” In addition, the Director of the Center for Advanced Transportation Technology of the University of Maryland also has responded positively, writing that, “A project which evaluates the effectiveness of an unmanned airborne data acquisition system in monitoring traffic flow seems to be a step in the right direction toward identifying appropriate and cost-effective remote sensing applications.” Further, in a recent study conducted by the Virginia Transportation Research Council in cooperation with the Federal Highway Administration, researchers concluded that: “the air video reduces the time and personnel needed to acquire data from the field. Further, aerial video may facilitate an objective evaluation of a jurisdiction’s incident response procedures. Finally, aerial video may allow a transportation agency to adopt a proactive approach to traffic management by identifying and evaluating potential problems before they occur. Specifically, problems include the use of residential neighborhoods to bypass congested arterials and heavily used facilities needing snow removal.” Our project is demonstrating how the ADAS can be used in traffic surveillance monitoring and management. The study team is using input from transportation agencies at the state and local level to fine-tune the design of the ADAS application and the analysis and evaluation of the results. Areas where the ADAS can be applied effectively and efficiently are being identified. When completed, the end product of this effort will be a document that will indicate when it is cost-effective to use ADAS relative to other possible methods of data collection and analysis.

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