Academic literature on the topic 'Taxonomic domain GUIDE'
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Journal articles on the topic "Taxonomic domain GUIDE"
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John, Oliver P., Alois Angleitner, and Fritz Ostendorf. "The lexical approach to personality: A historical review of trait taxonomic research." European Journal of Personality 2, no. 3 (September 1988): 171–203. http://dx.doi.org/10.1002/per.2410020302.
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We review research aimed at the development of a compelling taxonomy of personality‐descriptive terms. We identify five issues central to the construction of personality taxonomies and discuss the advantages and limitations of the lexical approach. Our review of research stimulated by this approach begins with Allport and Odbert's trait names, retraces the procedures that led to Cattell's personality factors, and summarizes contemporary work in English and in Dutch. Taxonomers and lay people alike view stable traits as the most fundamental personality concepts. At the broadest level of abstraction, this domain is often represented by five dimensions related to Power (or Surgency), Love (Agreeableness), Work (Conscientiousness), Affect (Emotional Stability), and Intellect (Culture). However, given that their number and interpretation are still debated, these dimensions should not be considered final but as a heuristically useful framework. Indeed, if the fifth dimension represents Intellect, our review suggests that Culture, Values and even Autonomy‐Conformity might be additional dimensions. Some researchers, such as Goldberg and Wiggins, have constructed more narrow categories to permit a differentiated mapping of trait descriptors. Taxonomies of states, activities, and social roles and effects still need to be developed; a broad conception of personality might also include health, fitness, and physical attractiveness. A comprehensive taxonomy would provide a common framework for research guided by different theoretical orientations and could guide the selection of variables for research. Ultimately, the value of a taxonomy depends on its success in predicting important outcomes in people's lives.
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Grandizio, Louis C., James C. Huston, Stephanie S. Shim, Jove Graham, and Joel C. Klena. "Levels of Evidence for Hand Questions on the Orthopaedic In-Training Examination." HAND 11, no. 4 (July 7, 2016): 484–88. http://dx.doi.org/10.1177/1558944715620793.
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Background: Although analyses of the Orthopaedic In-Training Examination (OITE) subspecialty content domains have been performed, few studies have analyzed the levels of evidence (LoEs) for journal articles used as references to create OITE questions. We present an analysis of reference characteristics and question taxonomy for the hand surgery content domain on the OITE. We aim to determine whether level of evidence (LoE) for hand surgery questions have increased over a 15-year period. Methods: All questions and references in the hand surgery content domain on the OITE from 1995-1997 and 2010-2012 were reviewed. The taxonomic classification was determined for each question. Publication characteristics were defined for each reference, and each primary journal article was assigned a LoE. Results: A total of 129 questions containing 222 references met inclusion criteria: 76 questions from 1995-1997 and 53 from 2010-2012. The Journal of Hand Surgery American and European Volumes, Journal of Bone and Joint Surgery American and British Volumes, and the Journal of the American Academy of Orthopaedic Surgeons were the most frequently cited journals overall. Recent examinations were more likely to have Buckwalter T3 complex clinical management questions. There was a statically significant increase in the LoE used to create hand questions on the 2010-2012 compared with the 1995-1997 OITE. Conclusions: Primary journal articles cited on the hand surgery content domain of the OITE frequently included recent publications from both general and subspecialty journals. More recent examination questions appear to test clinical management scenarios. LoE for hand questions has increased over a 15-year period. Our results can be used as a guide to help prepare orthopedic residents for the OITE.
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Mah, Nancy, Carolina Perez-Iratxeta, and Miguel A. Andrade-Navarro. "Outer membrane pore protein prediction in mycobacteria using genomic comparison." Microbiology 156, no. 8 (August 1, 2010): 2506–15. http://dx.doi.org/10.1099/mic.0.040089-0.
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Proteins responsible for outer membrane transport across the unique membrane structure of Mycobacterium spp. are attractive drug targets in the treatment of human diseases caused by the mycobacterial pathogens, Mycobacterium tuberculosis, M. bovis, M. leprae and M. ulcerans. In contrast with Escherichia coli, relatively few outer-membrane proteins (OMPs) have been identified in Mycobacterium spp., largely due to the difficulties in isolating mycobacterial membrane proteins and our incomplete understanding of secretion mechanisms and cell wall structure in these organisms. To further expand our knowledge of these elusive proteins in mycobacteria, we have improved upon our previous method of OMP prediction in mycobacteria by taking advantage of genomic data from seven mycobacteria species. Our improved algorithm suggests 4333 sequences as putative OMPs in seven species with varying degrees of confidence. The most virulent pathogenic mycobacterial species are slightly enriched in these selected sequences. We present examples of predicted OMPs involved in horizontal transfer and paralogy expansion. Analysis of local secondary structure content allowed identification of small domains predicted to perform as OMPs; some examples show their involvement in events of tandem duplication and domain rearrangements. We discuss the taxonomic distribution of these discovered families and architectures, often specific to mycobacteria or the wider taxonomic class of Actinobacteria. Our results suggest that OMP functionality in mycobacteria is richer than expected and provide a resource to guide future research of these understudied proteins.
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Wiggins, Jerry S., and Ross Broughton. "A geometric taxonomy of personality scales." European Journal of Personality 5, no. 5 (December 1991): 343–65. http://dx.doi.org/10.1002/per.2410050503.
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Previous taxonomies of personality traits have been lexical in nature and have been concerned primarily with the meaning of adjectives in personality description. The taxonomy presented in this article employed personality scales as the units to be classified and was guided by theoretical, rather than lexical, considerations. A priori distinctions among different domains of trait‐descriptive terms identified a distinctive domain of interpersonal traits within which a preliminary conceptually‐based taxonomy was developed. The Interpersonal Adjective Scales (IAS) were constructed to provide geometrically precise semantic markers of that domain in the form of a circumplex model organized around the orthogonal coordinates of dominance and nurturance. In the course of a decade of research, some 172 personality scales were classified with reference to the IAS by computational procedures described in detail. Advantages and limitations of the current geometric taxonomy of personality scales are discussed, and future research directions are indicated.
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Janssen, Antje, Jens Passlick, Davinia Rodríguez Cardona, and Michael H. Breitner. "Virtual Assistance in Any Context." Business & Information Systems Engineering 62, no. 3 (April 6, 2020): 211–25. http://dx.doi.org/10.1007/s12599-020-00644-1.
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Abstract Several domain-specific assistants in the form of chatbots have conquered many commercial and private areas. However, there is still a limited level of systematic knowledge of the distinctive characteristics of design elements for chatbots to facilitate development, adoption, implementation, and further research. To close this gap, the paper outlines a taxonomy of design elements for chatbots with 17 dimensions organized into the perspectives intelligence, interaction and context. The conceptually grounded design elements of the taxonomy are used to analyze 103 chatbots from 23 different application domains. Through a clustering-based approach, five chatbot archetypes that currently exist for domain-specific chatbots are identified. The developed taxonomy provides a structure to differentiate and categorize domain-specific chatbots according to archetypal qualities that guide practitioners when taking design decisions. Moreover, the taxonomy serves academics as a foundation for conducting further research on chatbot design while integrating scientific and practical knowledge.
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Ponto, Hantje. "The Evaluation of Affective Domain Learning Outcome in Students’ Basic Learning of Electrical Circuit in Vocational Education School." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 1222–26. http://dx.doi.org/10.1166/jctn.2020.8793.
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Bloom Taxonomy consists of three domains namely cognitive, affective and psychomotor. Successful learning activity on cognitive and psychomotor aspects needs to be supported by affective domain. This research aims evaluate affective domain in to basic Electric Circuit learning of students in Vocational Education School. This study employed survey research by observing students learning process in BEC subject. Research finding shows that students’ affective domain in BEC learning was categorized high. Recommendations for this research were: (1) in BEC learning, teacher needed to develop students’ affective domain, (2) headmaster as leadership instruction needs to guide teacher so that they will be able to develop students’ affective domain, and (3) headmaster must monitor teacher’s teaching activity.
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Amelia, Firqo, and Ahmad Yusuf Firdaus. "Speech Act of Requests Found in Different Rating Films." Academic Journal Perspective : Education, Language, and Literature 6, no. 2 (October 25, 2018): 126. http://dx.doi.org/10.33603/perspective.v6i2.1196.
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This study aims to find the forms of strategies and functions of requests in English that are used in several films with different ratings. Another objective of this research is to find the relations between the uses of strategies and functions of requests in English. Film is a picture of everyday life and we can see the cultures of a society, one of which is the use of language. To view the request speech acts in English, then two films that use English as a communication tool with regard to the different ratings were selected. The selection of films with different ratings are intended to see differences in the use of language in movies watched by children and adolescents. Rating in the selected movie consists of G (general audiences) and PG (parental guide suggested). Rating G is a film that is for the public, which means that the film can be watched by all ages. Rating PG is a movie that can be watched by children under parental guidance. Having found the forms and strategies of request speech acts in different films with different ratings, the situations and conditions of the use and the functions of request strategies were identified. Forms of speech act strategies invoked were classified based on the theory advanced by Trosborg (1995), while to see the functions of request speech acts Tsui’s Theory (1994) was used. As for achieving the objectives of this study, the authors use several effective methods. In collecting the data, the techniques used were watching and listening to the films that have been selected. Then recorded phrases of request speech acts found in the films. Once collected, the data were analyzed by using analysis technique proposed by Spradley (1980), ie domain analysis, taxonomic, componential and cultural value. From the analysis, it was concluded that there was no difference in strategies and functions used in the two films. Both use four strategies, namely indirect request, the hearer-oriented condition, speaker-based condition, and direct request. In addition, they also illustrate the same five functions of request speech acts, request for action, request for permission, offer, invitation, and proposal. The most frequently used strategy and function are direct request and request for action respectively.
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Burnett-Wolle, PhD, Sarah. "Operationalizing the Health Protection/Health Promotion model using taxonomies." American Journal of Recreation Therapy 12, no. 2 (April 1, 2013): 19–26. http://dx.doi.org/10.5055/ajrt.2013.0042.
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The Leisure Ability model continues to be the pervasive framework used to guide the provision of recreation therapy, yet it is flawed in several respects. Several alternatives have been proposed as replacements, including the Health Protection/Health Promotion (HP/HP) model. However, the HP/HP model has not been widely adopted. One reason the HP/HP model has languished is uncertainty regarding how to promote clients’ growth. Although the model clearly states that clients have two primary needs (stability and actualization), it does not indicate how to address them. This article will suggest one method for operationalizing the HP/HP model, using taxonomies to clarify clients’ goals and objectives. Four examples, one taxonomy for each domain of health, will be presented and implications for program planning will be discussed. To facilitate the use of taxonomies in program planning, a short excerpt of a specific program design will be provided. Finally, although the HP/HP model does not expressly include leisure education and recreation participation, a method for reconciling these services will also be discussed. The overall intent is to make the HP/HP model a more accessible guide to program planning and, ultimately, to design more effective interventions.
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Taranovschi, Iuliana Laura, and Petru Dușa. "Using a Systematic Innovative Approach – Acting/Support Matrix to Develop a Product." Applied Mechanics and Materials 371 (August 2013): 872–77. http://dx.doi.org/10.4028/www.scientific.net/amm.371.872.
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This paper presents an example of using the innovative model developed by us in the context of self-managed team. The model has two matrices: Innovative Support Matrix and Innovative Acting Matrix. The Innovative Support Matrix is built on the selected nouns from the Bloom Taxonomy in the domains: Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation and may be assimilated as a guided tool in the documentation phase of the innovation process. The Innovative Acting Matrix is built in a similar manner as Innovative Support Matrix but by selecting the verbs from the same domains. The verbs from the Innovative Acting Matrix play the role of stimulants for the innovative team members. A template was developed to guide the team in using the innovative model.
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Dever, Richard B. "A Taxonomy of Community Living Skills." Exceptional Children 55, no. 5 (February 1989): 395–404. http://dx.doi.org/10.1177/001440298905500502.
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A survey of experts in mental retardation was conducted to assess the forthcoming Taxonomy of Community Living Skills, a guide for curriculum developers and administrators. Items in five domains (personal maintenance and development, homemaking and community life, vocational, leisure, and travel) were rated. Responses were generally favorable. Comments and suggestions made by the experts provided a basis for a revision of the taxonomy and its theoretical exposition.
Books on the topic "Taxonomic domain GUIDE"
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Strain, James J., Patricia Casey, and Peter Tyrer. Diagnostic Dilemmas. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190603342.003.0011.
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This chapter describes the universal problems with the issue of diagnosis for the psychiatric disorders. Taxonomies, DSM-5 and ICD-10, ICD-11, are symptom driven with no biological markers. This is in contrast to medical disorders which years ago began to derive their diagnoses on the basis of mechanisms of action, and guided diagnosis where it could be done by biological markers. This means in psychiatry there are not “zones of rarity” between diagnoses and there is considerable symptom overlap among the diagnosis. Research attempts to improve this condition are explored: (1) Research Domain Criteria (RDoC) and (2) genetic studies. The concept that depression is a systemic disorder and not just a mental disorder is enhanced with our increasing understanding of the biology underlying the disorder and its effects on the body.
Book chapters on the topic "Taxonomic domain GUIDE"
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Carroll, Grace A., Jenny M. Groarke, and Lisa Graham-Wisener. "Human behaviour change models for improving animal welfare." In Bridging research disciplines to advance animal welfare science: a practical guide, 91–106. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247893.0006.
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Abstract In this chapter, three key frameworks will be outlined, as well as how they fit together. This will allow animal welfare scientists to develop human behaviour change plans from start to finish. These three frameworks are (i) the theoretical domains framework (TDF; Michie et al., 2005); (ii) the behaviour change wheel (BCW; Michie et al., 2011, 2014); and (iii) the behaviour change technique taxonomy (BCTT; Michie et al., 2013). Each framework is described, and guidance is provided for applying these models to design effective human behaviour change interventions. Common pitfalls are outlined, and animal welfare examples are provided throughout to aid understanding.
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Koşan, Ayşen Melek Aytuğ. "Assessment of Learning Outcomes." In Assessment Tools for Mapping Learning Outcomes With Learning Objectives, 14–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4784-7.ch002.
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Why do we use assessment? What happens if we don't assess? What does assessment mean for education, decision makers, stakeholders, teachers, and students? How do objectives and learning outcomes guide evaluation? Objectives and learning outcomes are classified by taxonomies by Bloom, Anderson, and Krathwohl. Do these taxonomies also guide the assessment? How does it work? How to measure learning outcomes in the cognitive domain? What are the assessment tools and evaluation methods that are effective in assessment high level cognitive skills? What measuring tools can be used to measure the affective domain? What are the methods of effective measurement in the psychomotor field? How are skills measured? What should be considered in the measurement of objectives and learning outcomes? How can educators benefit from classical and alternative measurement methods? What are the benefits of using multiple assessment? What are the effects of focusing on what learners can do, not how much they cannot do? This chapter explores the assessment of learning outcomes.
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Bernauer, James A., Christopher T. Davis, and Lawrence A. Tomei. "The Integrated Readiness Matrix." In Encyclopedia of E-Leadership, Counseling and Training, 171–87. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch013.
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This chapter introduces the Integrated Readiness Matrix (IRM) designed to place faculty skills and competencies along two critical aspects of teaching and learning: the pedagogical and technology dimensions of education. Bloom’s Taxonomy and Gardner’s Theory of Multiple Intelligences provide the foundations for developing faculty into more effective classroom teachers. The Taxonomy for the Technology Domain suggests a new perspective for infusing technology into the traditional and online classroom and provides the spectrum of capabilities that actually produce learning. Faculty should seek to move themselves up on either or both dimensions; the IRM will assist in this endeavor. Technology coordinators can use the IRM as a guide to develop courses that specifically target faculty based on their position in one of the five recognized sectors of the IRM. The IRM model is ready for consideration now; future work will focus on the implementation of the matrix and an evaluation of its effectiveness.
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DiMarco, John. "Using Andragogy and Bloom's Digital Taxonomy to Guide E-Portfolio and Web Portfolio Development in Undergraduate Courses." In Effects of Information Capitalism and Globalization on Teaching and Learning, 121–33. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6162-2.ch010.
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This chapter offers suggestions and discussion on e-portfolio teaching approaches and how andragogy and Bloom's Digital Taxonomy can be weaved into teaching and learning to create active learning through e-portfolio development. The chapter connects andragogy (Knowles, 1980) and integrates the educational objectives in the cognitive domain put forth by Bloom in 1956 and then updated by Anderson and Krathwohl (2001) and eventually aligned to the digital realm by Churches (2009) to use as a model for teaching Web portfolio development in undergraduate courses. The Web portfolio has value for the student as a real-world tool for use in career advancement. It can be integrated into curriculum by faculty as a platform for assessment of higher-level cognitive objectives. This chapter includes a framework for a portfolio seminar course and how it implements Web portfolio (e-portfolio) components, which may provide a model for faculty developing future e-portfolio courses.
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DiMarco, John. "Using Andragogy and Bloom's Digital Taxonomy to Guide E-Portfolio and Web Portfolio Development in Undergraduate Courses." In Web Design and Development, 556–68. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch026.
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This chapter offers suggestions and discussion on e-portfolio teaching approaches and how andragogy and Bloom's Digital Taxonomy can be weaved into teaching and learning to create active learning through e-portfolio development. The chapter connects andragogy (Knowles, 1980) and integrates the educational objectives in the cognitive domain put forth by Bloom in 1956 and then updated by Anderson and Krathwohl (2001) and eventually aligned to the digital realm by Churches (2009) to use as a model for teaching Web portfolio development in undergraduate courses. The Web portfolio has value for the student as a real-world tool for use in career advancement. It can be integrated into curriculum by faculty as a platform for assessment of higher-level cognitive objectives. This chapter includes a framework for a portfolio seminar course and how it implements Web portfolio (e-portfolio) components, which may provide a model for faculty developing future e-portfolio courses.
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Paquette, Gilbert, Michel Léonard, and Karin Lundgren-Cayrol. "The MOT+Visual Language for Knowledge-Based Instructional Design." In Handbook of Visual Languages for Instructional Design, 132–53. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-729-4.ch008.
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This chapter states and explains that a Learning Design is the result of a knowledge engineering process where knowledge and competencies, learning design, media and delivery models are constructed in an integrated framework. Consequently, we present our MOT+ general graphical language and editor that help construct structured interrelated visual models. The MOT+LD editor is the newly added specialization of this editor for learning designs, producing IMS-LD compliant Units of Learning. The MOT+OWL editor is another specialization of the general visual language for knowledge and competency models based on the OWL specification. We situate both models within our taxonomy of knowledge models respectively as a multi-actor collaborative process and a domain theory. The association between these “content” models and learning design components is seen as the essential task in an instructional design methodology, to guide the construction of high quality learning environments.
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Ruecker, Stan. "Rich-Prospect Browsing Interfaces." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1240–48. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch168.
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Everyone who has browsed the Internet is familiar with the problems involved in finding what they want. From the novice to the most sophisticated user, the challenge is the same: how to identify quickly and reliably the precise Web sites or other documents they seek from within an ever-growing collection of several billion possibilities? This is not a new problem. Vannevar Bush, the successful Director of the Office of Scientific Research and Development, which included the Manhattan project, made a famous public call in The Atlantic Monthly in 1945 for the scientific community in peacetime to continue pursuing the style of fruitful collaboration they had experienced during the war (Bush, 1945). Bush advocated this approach to address the central difficulty posed by the proliferation of information beyond what could be managed by any single expert using contemporary methods of document management and retrieval. Bush’s vision is often cited as one of the early visions of the World Wide Web, with professional navigators trailblazing paths through the literature and leaving sets of linked documents behind them for others to follow. Sixty years later, we have the professional indexers behind Google, providing the rest of us with a magic window into the data. We can type a keyword or two, pause for reflection, then hit the “I’m feeling lucky” button and see what happens. Technically, even though it often runs in a browser, this task is “information retrieval.” One of its fundamental tenets is that the user cannot manage the data and needs to be guided and protected through the maze by a variety of information hierarchies, taxonomies, indexes, and keywords. Information retrieval is a complex research domain. The Association for Computing Machinery, arguably the largest professional organization for academic computing scientists, sponsors a periodic contest in information retrieval, where teams compete to see who has the most effective algorithms. The contest organizers choose or create a document collection, such as a set of a hundred thousand newspaper articles in English, and contestants demonstrate their software’s ability to find the most documents most accurately. Two of the measures are precision and recall: both of these are ratios, and they pull in opposite directions. Precision is the ratio of the number of documents that have been correctly identified out of the number of documents returned by the search. Recall is the ratio of the number of documents that have been retrieved out of the total number in the collection that should have been retrieved. It is therefore possible to get 100% on precision—just retrieve one document precisely on topic. However, the corresponding recall score would be a disaster. Similarly, an algorithm can score 100% on recall just by retrieving all the documents in the collection. Again, the related precision score would be abysmal. Fortunately, information retrieval is not the only technology available. For collections that only contain thousands of entries, there is no reason why people should not be allowed to simply browse the entire contents, rather than being limited to carrying out searches. Certainly, retrieval can be part of browsing—the two technologies are not mutually exclusive. However, by embedding retrieval within browsing the user gains a significant number of perceptual advantages and new opportunities for actions.
Conference papers on the topic "Taxonomic domain GUIDE"
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Machado, Tyrone, Andrei Ahonen, and Reza Ghabcheloo. "Towards a Standard Taxonomy for Levels of Automation in Heavy-Duty Mobile Machinery." In ASME/BATH 2021 Symposium on Fluid Power and Motion Control. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/fpmc2021-70251.
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Abstract Automated and autonomous systems change the nature of human interactions and their respective role within the systems. To characterize such changes, several domain specific levels of automation (LOA) taxonomies have been proposed over the years. The SAE J3016 levels for driving automation have been adopted as the de-facto standard in the automotive industry and the broader society. However, the heavy-duty mobile machinery (HDMM) industry does not have a commonly accepted LOA taxonomy, thereby relying on organizational specific LOA taxonomies adapted from SAE J3016. Moreover, HDMM handle and transport external materials in addition to driving tasks. Thus, SAE J3016 inadequately captures the manipulation operations of HDMM. This paper proposes a new LOA taxonomy for HDMM, to accommodate both, the manipulation and driving operations of HDMM. Building on the SAE J3016 taxonomy, the LOA in this paper is proposed as a two-dimensional 6 × 6 matrix, with machine manipulation operations on one dimension, and driving operations on the other. Thus, the LOA matrix could be generalized for HDMM in different application areas. The proposed LOA matrix could also serve as a guide and starting point for future standardized and collaborative discourse in HDMM research, development, and subsequent deployments.
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Shvartsman, Rina, and Stephen Abblitt. "A spectrum of assessments." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0118.
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Different methods of assessment are used to measure learning outcomes in different academic disciplines. Many learning designers, despite being predisposed to certain assessment methods as they draw on their own specific academic background, work with a broad range of academic disciplines. This can result in difficulties advising academics from a discipline with which they are less familiar on best-practice teaching, learning, and assessment. This paper offers a tool for learning designers and subject matter experts to use when working together to design assessments in various academic courses, based on the characteristics of subject matter within the relevant disciplines. Specifically, we map a set of disciplines and a set of assessment methods on two axes: Pure vs. Applied and Hard vs. Soft (PAHS). For the set of disciplines, we can justify our choice of map locations based on attributes required by relevant accreditation organisations. The scattering of the assessment methods on the map is based on a proposed taxonomy of assessment design and common practice as observed by the authors. Learning designers are encouraged to refer to this paper as a guide when designing assessments for courses outside their knowledge domain.