Bibliografías temáticas / Evaluating experiences and mistakes

Literatura académica sobre el tema "Evaluating experiences and mistakes"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "Evaluating experiences and mistakes"

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Stibilj, Januša, Katarina Košmrlj y Jernej Kapus. "EVALUATION OF MISTAKES IN BACKSTROKE SWIMMING". Kinesiologia Slovenica 26, n.º 2 (31 de julio de 2020): 5–15. http://dx.doi.org/10.52165/kinsi.26.2.5-15.

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Purpose. We tried to determine the perceptions of experienced swimming teachers and coaches (hereinafter “experts”) regarding common mistakes in backstroke swimming. Moreover, we compared their evaluation with the evaluation of participants with no professional expertise in teaching/coaching swimming (hereinafter »non-experts«). Methods. 70 participants were recruited and divided either in the experts group (E) or in the non-experts group (NE). Group E consisted of 21 swimming coaches (11 males and 10 females; ages 34 ± 11 years) with the certificate of Slovenian Swimming association and with lengthy experience (at least 10 years) in teaching and coaching swimming. 49 undergraduate students (29 males and 20 females; ages 18 ± 1 years) without any teaching or coaching experiences in swimming were assigned to Group NE. They were asked to mark 42 mistakes that most commonly occur in backstroke swimming. They evaluated these mistakes on a seven-point scale of importance for backstroke swimming performance. Results. For 27 of 42 mistakes significant differences existed in evaluations between both groups. Group NE marked them with a significantly lower score, i.e. as less important than Group E. Conclusion. In light of the results obtained by Group E, a scale of importance of mistakes for backstroke swimming was established. This scale could be used for future swimming teachers’ preparation in a way to understand the principles of backstroke with greater ease. Moreover, it could help swimming teachers and coaches classify swimmers according to their backstroke technique performance.
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Shallenberger, David. "Learning from Our Mistakes: International Educators Reflect". Frontiers: The Interdisciplinary Journal of Study Abroad 26, n.º 1 (11 de noviembre de 2015): 248–63. http://dx.doi.org/10.36366/frontiers.v26i1.369.

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The research addressed in this article explores the learning from mistakes international educators have made in the course of their work. Built on the experiences of forty-five individuals, shared through surveys and interviews, the this study finds that the participants learned valuable lessons regarding the value of strong and positive relationships; the impact of culture in their work; the importance of well-designed procedures; the balance between intuition and investigation in evaluating options and making decisions; key considerations in program design; and the importance of self-care. The last three of these lessons are the focus of this article.
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Fazlul Quddus, Omar y Zuhoor Alam. "http://habibiaislamicus.com/index.php/hirj/article/view/219". Habibia Islamicus 5, n.º 2 (28 de junio de 2021): 75–89. http://dx.doi.org/10.47720/hi.2021.0502a07.

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This topic studies the importance of recognizing that mistakes and flaws are the ones, which train humans and strengthen them. It is a noted fact that the reason behind the development of every nation over its counterparts is the lessons it learns from and takes out of its mistakes. It is also due to the fact that experiences and tests are for the evaluation of the rate of success and failure. This topic also examines that the Holy Quran, which is the truest of books and the strongest of resources commands us to follow the fine and smooth prophetic method, which includes the superior characteristics of values and principles. To take some examples of those values, repelling the evil by goodness, maintaining connection with the one who cuts us off, and supporting the oppressed ones. It is significant to learn the prophetic method in dealing with others’ faults and how to build a character that is able to convince people reasonably, logically and easily.Therefore, this research comprises three sections.The first section: definitions. The second sections: the positive factors of dealing with others. The third section: The prophetic manner of dealing with the mistaken or the one at fault.
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Zhukovych, Inna A. y Olena M. Krasnonosova. "Organization of Evaluation of Scientific Activity in China: Methodology and Experience". Business Inform 10, n.º 549 (2023): 53–63. http://dx.doi.org/10.32983/2222-4459-2023-10-53-63.

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Building an effective system of organization of scientific activity, which is harmonized with the needs of society, is becoming an urgent task for Ukraine. A decisive role in this process is played by the procedure for evaluating the efficiency of activities of scientific institutions. The aim of the publication is generalizing the practical experience gained in the People’s Republic of China (PRC) and searching for opportunities to implement the organizational principles of the methodology for evaluating the results of scientific activity into the practice of the National Academy of Sciences of Ukraine. In recent decades, the PRC has made significant progress in the development of scientific and innovative activities. Scientific research in China is carried out by research institutes and research universities. The system of financing scientific activities in this country is built on the basis of the results of evaluation, obtained by creating a unique methodology in which scientometric instrumentarium is combined with expert evaluation. The peculiarity of the organization of scientific activity in the PRC is that that if there are more than 2.5 thousand higher education institutions in the country, most scientific research is carried out by a small number of scientific organizations, that include only about 100 universities. The reform of the organizational mechanism of the State management of scientific activities in China took place in several stages, each of which deserves to be studied on the subject of positive experience and possibilities of avoiding the undesirable mistakes. The practical experience of continuous reform of the organizational system of management of scientific activities in China deserves a detailed study and search for ways of possible implementation of the instrumentarium for evaluating the results of scientific activity in the practice of the National Academy of Sciences of Ukraine, taking into account the similarity of the structure of the scientific sphere. Both countries have similar research management structures, including relevant ministries and a network of national academies of sciences. This fact speaks in favor of using the existing practical experience of reforming the field of scientific research and preventing mistakes made by government officials during the implementation of a number of reforms in China (for example, the proven inexpediency of evaluating the results of the activities of scientific institutions, relying solely on quantitative indicators of scientific activity). Also noteworthy is the experience of mixed funding of scientific research, which combines the public sources with the competitive ones.
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Sandeva, Milena G., Stoilka Tufkova, Kostadin Ketev y Diana Paskaleva. "Evaluating the Effectiveness of Simulation Training in Obstetrics and Gynecology, Pediatrics and Emergency Medicine". Folia Medica 61, n.º 4 (31 de diciembre de 2019): 605–11. http://dx.doi.org/10.3897/folmed.61.e47961.

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Simulation training in medicine is a powerful tool for acquiring knowledge and practical skills in an environment close to the real world. Decreasing training opportunities directly on the patient tend to introduce simulations close to the real hospital environment without compromising the patient’s safety.  The aim of the study was to evaluate the effectiveness of simulation training in the Medical Simulation Training Center (MSTC) at the Medical University of Plovdiv. A prospective observational descriptive study was performed at the MSTC at Plovdiv Medical University between September 2017 and March 2019. The study included 245 respondents who participated in one or more practical simulation trainings and were surveyed. The results of the study suggest that the knowledge, skills and attitudes of the trainees improve after training sessions. By increasing the number of visits, the self-esteem and confidence in performing the manipulation also increases, knowledge and technical performance significantly improve and mistakes are reduced. A statistically significant relationship has been demonstrated between the sequence of visits and acquired competencies (p=0.0001). There are no performance mistakes in those attending three or more times, but 16.2% of them still experience uncertainty while performing. Here, however, 83.8% performed the manipulation automatically and without mistakes.  Simulation training in medicine is effective and useful. It has its place in the curriculum for students and is a good tool for acquiring knowledge, skills and techniques in postgraduate education.
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Mian, Imdad Ahmad, Ijaz-ul-Haq, Aamir Anwar, Roobaea Alroobaea, Syed Sajid Ullah, Fahad Almansour y Fazlullah Umar. "A Comprehensive Skills Analysis of Novice Software Developers Working in the Professional Software Development Industry". Complexity 2022 (15 de julio de 2022): 1–12. http://dx.doi.org/10.1155/2022/2631727.

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Measuring and evaluating a learner’s learning ability is always the focus of every person whose aim is to develop strategies and plans for their learners to improve the learning process. For example, classroom assessments, self-assessment using computer systems such as Intelligent Tutoring Systems (ITS), and other approaches are available. Assessment of metacognition is one of these techniques. Having the ability to evaluate and monitor one’s learning is known as metacognition. An individual can then propose adjustments to their learning process based on this assessment. By monitoring, improving, and planning their activities, learners who can manage their cognitive skills are better able to manage their knowledge about a particular subject. It is common knowledge that students’ metacognitive and self-assessment skills and abilities have been extensively studied, but no research has been carried out on the mistakes that novice developers make because they do not use their self-assessment abilities enough. This study aims to assess the metacognitive skills and abilities of novice software developers working in the industry and to describe the consequences of awareness of metacognition on their performance. In the proposed study, we experimented with novice software developers and collected data using Devskiller and a self-assessment log to analyze their use of self-regulation skills. The proposed study showed that when developers are asked to reflect upon their work, they become more informed about their habitual mistakes, and using a self-assessment log helps them highlight their repetitive mistakes and experiences which allows them to improve their performance on future tasks.
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Mocenni, Chiara, Giuseppe Montefrancesco y Silvia Tiezzi. "A Model of Spontaneous Remission From Addiction". International Journal of Applied Behavioral Economics 8, n.º 1 (enero de 2019): 21–48. http://dx.doi.org/10.4018/ijabe.2019010102.

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This article develops a formal model of spontaneous recovery from pathological addiction. It regards addiction as a progressive susceptibility to stochastic environmental cues and introduce a cognitive appraisal process in individual decision making depending on past addiction experiences and on their future expected consequences. This process affects consumption choices in two ways. The reward from use decreases with age. At the same time, cognitive incentives emerge that reduce the probability of making mistakes. In addition to modeling the role of cue-triggered mistakes in individual decision making, the analysis highlights the role of other factors such as subjective self-evaluation and cognitive control. The implications for social policy and for the treatment of drug and alcohol dependence are discussed.
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Novak, Robert W. "Do Proficiency Testing Participants Learn From Their Mistakes?" Archives of Pathology & Laboratory Medicine 126, n.º 2 (1 de febrero de 2002): 147–49. http://dx.doi.org/10.5858/2002-126-0147-dptplf.

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Abstract Context.—Participation in proficiency testing is required under the Clinical Laboratory Improvement Amendments of 1988. Although the primary purpose of this testing is evaluation of current laboratory performance, a major secondary benefit of such testing is postulated to be progressive improvement in laboratory performance over time as laboratories learn from their previous experiences and feedback. Objective.—To test the hypothesis that a secondary result of proficiency testing is improvement over time of laboratory performance. Design.—The performance of participants in a large proficiency testing program (EXCEL), designed for clinic and office laboratories, on a specific problematic competence, the ability to differentiate group A streptococcus from group C streptococci, was monitored during a 6-year period (1996–2001) for changes in participant performance. Interventions.—With each testing cycle, feedback on performance relative to peers and an educational discussion analyzing performance and suggesting best practices was submitted to participants. Results.—Despite consistent feedback, there was no significant change in participant performance throughout the period studied. Conclusions.—In a large, stable proficiency testing program, a significant throat culture competence, which demonstrated less than optimal performance, did not improve over time, suggesting that current utilization of proficiency testing results in laboratory improvement programs is suboptimal.
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Wilkinson, Jack y Katie Stocking. "Study design flaws and statistical challenges in evaluating fertility treatments". Reproduction and Fertility 2, n.º 2 (17 de junio de 2021): C9—C21. http://dx.doi.org/10.1530/raf-21-0015.

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Health interventions should be tested before being introduced into clinical practice, to find out whether they work and whether they are harmful. However, research studies will only provide reliable answers to these questions if they are appropriately designed and analysed. But these are not trivial tasks. We review some methodological challenges that arise when evaluating fertility interventions and explain the implications for a non-statistical audience. These include flexibility in outcomes and analyses; use of surrogate outcomes instead of live birth; use of inappropriate denominators; evaluating cumulative outcomes and time to live birth; allowing each patient or couple to contribute to a research study more than once. We highlight recurring errors and present solutions. We conclude by highlighting the importance of collaboration between clinical and methodological experts, as well as people with experience of subfertility, for realising high-quality research. Lay summary We do research to find out whether fertility treatments are beneficial and to make sure they don’t cause harm. However, research will only provide reliable answers if it is done properly. It is not unusual for researchers to make mistakes when they are designing research studies and analysing the data that we get from them. In this review, we describe some of the mistakes people make when they do research about fertility treatments and explain how to avoid them. These include challenges which arise due to the large number of things that can be measured and reported when looking to see if fertility treatments work; failure to check whether the treatment increases the number of live births; failing to include all study participants in calculations;challenges in studies where participants may have more than one treatment attempt. We conclude by highlighting the importance of collaboration between clinical and methodological experts, as well as people with experience of fertility problems.
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Joshi, Harshit, José Cambronero Sanchez, Sumit Gulwani, Vu Le, Gust Verbruggen y Ivan Radiček. "Repair Is Nearly Generation: Multilingual Program Repair with LLMs". Proceedings of the AAAI Conference on Artificial Intelligence 37, n.º 4 (26 de junio de 2023): 5131–40. http://dx.doi.org/10.1609/aaai.v37i4.25642.

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Most programmers make mistakes when writing code. Some of these mistakes are small and require few edits to the original program – a class of errors recently termed last mile mistakes. These errors break the flow for experienced developers and can stump novice programmers. Existing automated repair techniques targeting this class of errors are language-specific and do not easily carry over to new languages. Transferring symbolic approaches requires substantial engineering and neural approaches require data and retraining. We introduce RING, a multilingual repair engine powered by a large language model trained on code (LLMC) such as Codex. Such a multilingual engine enables a flipped model for programming assistance, one where the programmer writes code and the AI assistance suggests fixes, compared to traditional code suggestion technology. Taking inspiration from the way programmers manually fix bugs, we show that a prompt-based strategy that conceptualizes repair as localization, transformation, and candidate ranking, can successfully repair programs in multiple languages with minimal effort. We present the first results for such a multilingual repair engine by evaluating on 6 different languages and comparing performance to language-specific repair engines. We show that RING can outperform language-specific repair engines for three of these languages.
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Tesis sobre el tema "Evaluating experiences and mistakes"

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Aaron, David. "Therapists' experiences of therapeutic mistakes". Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/2923/.

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Introduction: In contrast to the extensive literature on related areas such as therapeutic boundaries, alliance and ruptures, little empirical research has been conducted on therapeutic mistakes. Existing research based predominantly on case studies and observations have focused on systems for categorising mistakes. Empirical research on therapeutic mistakes has focused on supervisors’ and clients’ perspectives. This study is the first to explore therapists’ experiences of therapeutic mistakes. Method: Seven psychological therapists were interviewed using semi-structured interviews on their experience of therapeutic mistakes in therapy sessions. Interviews were transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Initially, individual transcripts were analysed separately, resulting in a number of themes for each participant. A group analysis was then conducted across participants, yielding super-ordinate themes and sub-themes, based on their psychological relatedness. Results: A seven-stage process was identified across participants’ accounts (including participants’ experience of before the session, in the session, the emergence of a problem, in the midst of the problem, ‘The aftermath’, making sense and ‘How I’m left’), detailing the experiential themes for participants at each stage. Some of the main themes that emerged were a sense of ‘something brewing’, feeling criticised by their client or self-criticism, relief and recovery, reflecting on roles and responsibility and pre-occupation with the mistake. Four key findings were presented including participants’ complex constitution of mistakes, the role of emotion in participants’ experiences of mistakes, participants’ on-going meaning making process and participants’ experience of mistakes as an interpersonal negotiation. The findings also suggested a difference between how participants constituted mistakes in principle (more aligned with the literature on boundary transgressions and categorisations of mistakes) and the mistakes they shared in their accounts (which reflected more ordinary and minor mistakes, e.g. administrative errors or sharing an interpretation that was not well received).
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Weierbach, Florence M. y Jerrilyn S. Brehm. "Evaluating Nurse Managed Primary Care Clinic Experiences in Appalachia". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7395.

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Helgesson, Emil. "Evaluating User Experiences of Mockup Data created through Regex". Thesis, Umeå universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184482.

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The purpose of this study is to evaluate the possibility of having a library function capable of creating SQL inserts. The values for the inserts were created through regex. The study is conducted through a user study where the test participants tested three methods to create inserts for SQL, including the library function. The results show that the test participants performed on average the worst in terms of time while using the library function. When analysing the results manual insertion was preferred for a few inserts and the web-client was the preferred method for many inserts. This study indicated that the library function does not simplify the creation of SQL inserts under the circumstances of this study.
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Wernersbach, Brenna M. "Healthy Sexuality: Evaluating a Psychoeducational Group Promoting Knowledge, Communication, and Positive Experiences". DigitalCommons@USU, 2013. http://digitalcommons.usu.edu/etd/1525.

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The present study examined the state of healthy sexuality among college students and the influence of a psychoeducational group on related constructs. Healthy sexuality is comprised of multiple constructs, including accurate knowledge, positive attitudes, risk reducing behaviors, open communication among partners, and self-efficacy for creating desired experiences and preventing unwanted experiences. Sexuality-related knowledge, attitudes and values, and behaviors were measured prior to and following the four-session intervention. Additionally, prior sexuality education at the familial and school-based levels was assessed and compared to the designed intervention. Fifty-six young adults participated in the groups, with topics covering sexual anatomy and response, communication, safer sex practices, and preventing unwanted experiences. Assessment prior to the designed intervention exemplified the wide variety of educational experiences and sources that young adults have, contributing to great variation in sexual knowledge, attitudes, behaviors, and self-efficacy. Participants reported varying levels of satisfaction with their sexuality education prior to the intervention, but satisfaction was unrelated to knowledge accuracy. Attitudes, values, and behaviors were similar to national samples. Assessment following the intervention demonstrated significant improvement in many of these areas, indicating that college students are likely to benefit from continued sexuality education. The level of interest for participation in the study indicates young people's interest in increasing healthy sexuality in their lives. It is hoped that the designed intervention may continue to be made available to young adults and tailored to meet their needs and desires as appropriate.
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Anderson, Erin Lorene. "Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2316.

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This study focuses on sustainability in higher education and the competencies essential to address sustainability issues. Because sustainability issues are complex, "wicked", and dynamic, sustainability education programs need to reflect the interdisciplinary and collaborative nature of the field. Graduates who are competent in sustainability research and problem solving will have the knowledge, skills, and attitude necessary to analyze a sustainability problem systemically and comprehensively, then will construct and implement interventions to reach optimal sustainability solutions. To prepare graduates, sustainability education programs should facilitate the development of key sustainability competencies (Wiek, Withycombe, & Redman, 2011). Such programs provide an interdisciplinary approach that incorporates real-world sustainability issues through a combination of formal (guided by curriculum) and informal (not guided by curriculum) learning environments. This study examines Community Environmental Services (CES), a research and service unit at Portland State University (PSU) that has been providing students informal learning opportunities connected to real-world projects. CES projects provide students opportunities to work with community partners addressing waste, recycling, and materials management issues. The intent of this research is to determine if CES provides students real-world learning opportunities not provided in traditional academic programs that facilitate the development of sustainability competencies, and positively influence students' employment opportunities post-graduation. The findings from this research suggest that CES alumni believed they were proficient in each of the key sustainability competencies, which were developed equally through their experiences working at CES and their academic program. This study also found that CES alumni felt their experiences working at CES- including the development of professional skills and building a professional network- had more of an impact on future employment and career opportunities than their academic degree or other sources. The findings and insights from this research provide a model for sustainability education that can be replicated by other universities. A combination of formal sustainability curriculum integrated across campus, and informal real-world learning opportunities help facilitate student development of key sustainability competencies.
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Thorley, Melanie Daphne. "Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework". Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/15247/.

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The aim of this study was to ascertain the experiences of D/deaf university learners who had been supported by a notetaker at some point during their studies. Whilst the number of D/deaf learners attending university is steadily increasing, notetaking support continues to be an under-researched area. The two primary research questions examined the current state of notetaking provision in higher education and what, from the perspectives of the co-researchers (D/deaf learners), comprised a successful and positive experience of being supported by notetakers. A transformative framework (Mertens 2010) was adopted to guide the data collection, foregrounding the voices of the learner and influencing the study as it was acknowledged that the co-researchers were the experts on the subject. Two sequential methods were utilised, firstly an electronic forum (n=7) which then contributed to the second phase, an electronic questionnaire (n=30). The findings showed that whilst the majority of the co-researchers’ experiences were positive, there was evidence of poor and variable practice which confirmed the need for common guidelines. The anonymous forum and questionnaire enabled the co-researchers to discuss and/or contribute their experiences in a non-threatening, and non-judgemental environment as suggested by Balch and Mertens: Focus groups for deaf and hard of hearing can be highly productive on even the most sensitive issues (1999:265). The intended outcome of the study was the development of the Notetaking Optimising Thorley Effectiveness Information and Guidelines – NOTE IaG which provides information for D/deaf learners, their teaching staff, notetakers and their non-D/deaf peers. An unexpected yet positive outcome of the study was the creation of a NOTE template which encourages D/deaf learners to add to, and personalise their notes provided by their notetakers.
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Mollon, Lea y Janet Cooley. "Evaluating Design Improvements to a Preceptor Performance and APPE Assessment Tool Using Pharmacy Student Focus Groups". The University of Arizona, 2014. http://hdl.handle.net/10150/614234.

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Class of 2014 Abstract
Specific Aims: The final year of the Doctor of Pharmacy program at the University of Arizona is comprised of seven 6-week Advanced Pharmacy Practice Experiences (APPEs). Students evaluate rotations via voluntary anonymous, web-based assessments at the end of each rotation. The purpose of this study was to evaluate an original and a modified assessment tool using pharmacy student focus groups to determine if student feedback via the assessment tools accurately reflected opinions of rotation content and preceptor performance. Methods: Two moderators conducted tape-recorded focus groups with fourth-year pharmacy students using 10 standardized prompts. The first focus group included 5 students from the class of 2013. Based on data from that session, the assessment tool was modified. The second focus group included 5 students from the class of 2014 to evaluate the outcome of these modifications. Session transcripts and notes were used to construct thematic analysis tables and draw conclusions. Main Results: Focus group data revealed feedback via both assessment tools was not completely honest because of concerns about anonymity. The Class of 2013 felt limited by evaluating only their primary preceptor. The Class of 2014 stated that some revisions to the evaluation tool, such as item-specific comment boxes and separate evaluative sections for rotation site, preceptor, and rotation experience were helpful; however, they found the assessment tool lengthy, leading to survey fatigue. Conclusion: Student feedback from either assessment tool was not completely reflective of true attitudes of rotation experiences. Continued improvements to the tool and its delivery may provide more accurate feedback for quality improvement purposes.
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Russell-McKenzie, Elisabeth. "Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35125.

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Educational Psychology
Ph.D.
Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are examined through the lens of Bandura's (1997) sources of teacher efficacy belief development (mastery experiences, vicarious experiences, verbal persuasion, emotional arousal) and their interactions with student teaching contextual influences. The results suggest that urban-based student teachers have a qualitatively different experience from their suburban-based counterparts. Although the study did not find significant differences in resultant teacher efficacy, or preparedness for assuming fulltime teaching responsibilities, urban-based teachers report less long-term teaching commitment, but are more likely to be seeking an initial placement in an urban school. Regression analyses were performed to identify those components of the field experience and individual student characteristics that predict preparedness, efficacy and commitment. Location and on-site school contextual variables (school climate, school poverty) play an integral role in prediction of teaching efficacy. While long-term teaching commitment was most strongly predicted by emotional interpretations of the experience (satisfaction, stress, confidence) together with feeling supported by the field supervisor, intentions regarding teaching location were more dependent on support and encouragement received from mentor teachers in those locations, and viewing the mentor as a good career model. The findings of this study have important implications for teacher training since the results confirm that student teachers have very different experiences based on field site location and that these experiences do contribute differentially to the development of preparedness, efficacy and commitment.
Temple University--Theses
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Baker, Kerrie. "Evaluating diagnostic tools in the assessment of autism and parental experiences of the assessment and diagnostic process". Publisher site Archived version, 2004. http://nla.gov.au/nla.arc-82601.

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Thesis (MA)--University of Western Sydney, 2004.
Title from title screen (viewed on 1 April 2008). "This thesis is presented in partial fulfilment of the requirements for the degree of Master Of Psychology (Clinical), University Of Western Sydney. 31st March 2004". Includes bibliographical references.
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Ardebili, Ranna, Hilary Boles, Amanda Grear, Janet Cooley y Sandi Thoi. "Evaluating an APPE Assessment Tool Using Electronic Surveys to Assess Preceptor Attitudes and Implementing Improvements to More Accurately Measure Student Achievement". The University of Arizona, 2016. http://hdl.handle.net/10150/613852.

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Class of 2016 Abstract
Objectives: (1) To assess preceptors’ attitudes regarding the usefulness of the web-based assessments in evaluating rotation students. (2) To determine which assessment tool (original versus modified) provides more in-depth feedback for the evaluation of students. Subjects: Preceptors for 4th year students completing their Advanced Pharmacy Practice Experiences (APPE) in a variety of pharmacy settings. Methods: Electronic surveys anonymously collected ratings of preceptor attitudes toward the original and modified APPE assessment tools. Data on the usefulness, strengths, and limitations of both tools were analyzed through thematic analysis. Results: Surveys assessing preceptor attitudes towards the original assessment tool (46 responses) and modified assessment tool (29 responses) were collected and analyzed. Similar representation was seen across all rotation settings, with an average of 7 years of precepting experience. Preceptor attitudes were more positive towards the modified tool. More preceptors “strongly agreed” or “agreed” that they were able to effectively evaluate students with the modified tool compared to the original tool (83% vs. 63%). Additionally, more preceptors “strongly agreed” or “agreed” that the modified tool incorporated all necessary competencies (79% vs. 48%) and aided student growth by addressing deficits compared to the original tool (73% vs. 50%). Conclusions: APPE preceptors perceived both the original and modified assessment tools as effective, favoring their brevity and ease of use. However, preceptor attitudes were more positive towards the modified tool. The methods utilized in this study can be implemented again for future updates of the APPE assessment tool.
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Libros sobre el tema "Evaluating experiences and mistakes"

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Chollat-Traquet, Claire. Evaluating tobacco control activities: Experiences and guiding principles. Geneva: World Health Organization, 1996.

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Armstrong, Derrick. Experiences of special education: Re-evaluating policy and practice through life stories. London: RoutledgeFalmer, 2004.

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D, Horton, International Service for National Agricultural Research., International Development Research Centre (Canada) y Technical Centre for Agricultural and Rural Cooperation (Ede, Netherlands), eds. Evaluating capacity development: Experiences from research and development organizations around the world. The Hague: ISNAR, 2003.

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Cunnington, Jon R. Towards a model for monitoring and evaluating INSET: Experiences in one local education authority. Uxbridge: Brunel University, 1990.

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Brigitte, Lévy y Andrew Caroline, eds. Evaluating experiences: Doing development with women = Un bilan des expériences de développement avec les femmes. Ottawa: University of Ottawa & Canadian Association for the Study of International Development, 1995.

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Food and Agriculture Organization of the United Nations. y International Research and Training Institute for the Advancement of Women., eds. Report of the meeting: Evaluating bilateral and multilateral experiences in the development and use of women in development (WID) guidelines/checklists : implications for national use in formulating agricultural projects for women. [Rome]: Food and Agriculture Organization of the United Nations, 1985.

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International Organization of Supreme Audit Institutions. Internal Control Standards Committee., ed. Guidance for reporting on the effectiveness of internal controls: SAI experiences in implementing and evaluating internal controls = Orientations relatives à l'établissement de rapports sur l'efficacité des contrôles internes : expériences des ISC dans la mise en œuvre et l'évaluation de contrôles internes. Budapest, Hungary: Committee on Internal Controls, State Audit Office, 1998.

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Richardson, Dsw Shirl. Evaluating Treatment Experiences among Peer Mentors. Christian Faith Publishing, 2019.

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Collins, Margaret. Children's Voices: Evaluating Pupil Experiences in Primary Schools. Taylor & Francis Group, 2011.

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Chollat-Traquet, Claire. Evaluating Tobacco Control Activities: Experiences and Guiding Principles. World Health Organization, 1997.

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Capítulos de libros sobre el tema "Evaluating experiences and mistakes"

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Fake, Helen y Nada Dabbagh. "Evaluating Personalized Learning Designs". En Designing Personalized Learning Experiences, 169–85. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003121008-9.

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Sutherland, Karen E. y Richie Barker. "Evaluating Transmedia Brand Storytelling Experiences". En Transmedia Brand Storytelling, 125–48. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4001-1_7.

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Ali, Nafhesa. "Motherhood: More to Say and Making Mistakes". En Older South Asian Migrant Women’s Experiences of Ageing in the UK, 121–37. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50462-4_7.

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Zimpher, Nancy L. "Evaluating Field-Based Experiences in Teacher Education". En A Practical Guide to Teacher Education Evaluation, 69–84. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2512-0_7.

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Settgast, Volker, Johanna Pirker, Stefan Lontschar, Stefan Maggale y Christian Gütl. "Evaluating Experiences in Different Virtual Reality Setups". En Entertainment Computing - ICEC 2016, 115–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46100-7_10.

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Poels, Karolien, Wijnand IJsselsteijn, Yvonne de Kort y Bart Van Iersel. "Digital Games, the Aftermath: Qualitative Insights into Postgame Experiences". En Evaluating User Experience in Games, 149–63. London: Springer London, 2009. http://dx.doi.org/10.1007/978-1-84882-963-3_9.

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Ardekani, Ayda Majd, Sophia Labadi y Rocio von Jungenfeld. "Evaluating Visitors’ Experiences at St Augustine’s Abbey, Canterbury". En Historic Cities in the Face of Disasters, 509–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77356-4_30.

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Ankolekar, Anupriya, Thomas Sandholm y Louis Lei Yu. "Evaluating Mobile Music Experiences: Radio On-the-Go". En Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 56–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90740-6_4.

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Lemay, Philippe y Martin Maheux-Lessard. "Investigating Experiences and Attitudes Toward Videogames Using a Semantic Differential Methodology". En Evaluating User Experience in Games, 89–105. London: Springer London, 2009. http://dx.doi.org/10.1007/978-1-84882-963-3_6.

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Kinkead-Clark, Zoyah. "Listening to the voices of Jamaican children about their transitional experiences". En Evaluating Transition to School Programs, 132–40. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003055112-11.

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Actas de conferencias sobre el tema "Evaluating experiences and mistakes"

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Okerlund, Johanna. "Evaluating Play Experiences". En C&C '17: Creativity and Cognition. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059454.3078698.

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Thomas, Paul y David Hawking. "Experiences evaluating personal metasearch". En the second international symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1414694.1414724.

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Bernhaupt, Regina, Daniel Schwaiger, Stefan Riegler y David Enthaler. "Evaluating children's gaming experiences". En the international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1255047.1255096.

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Laxer, Cary. "Evaluating student team project experiences". En the 7th annual conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/544414.544480.

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Bernhaupt, Regina, Wijand Ijsselsteijn, Florian 'Floyd' Mueller, Manfred Tscheligi y Dennis Wixon. "Evaluating user experiences in games". En Proceeding of the twenty-sixth annual CHI conference extended abstracts. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1358628.1358953.

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Silveira, Aleph Campos da y Celso Alberto Saibel Santos. "Ongoing Challenges of Evaluating Mulsemedia QoE". En Workshop on Multisensory Experiences. Brazilian Computing Society, 2022. http://dx.doi.org/10.5753/sensoryx.2022.20005.

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Multimedia applications are usually limited to stimulating only two human senses: vision and hearing. Recent studies seek to expand the definition of multimedia applications to include stimuli for other human senses. In this way, sensory effects that should be triggered in synchrony with the audiovisual content being presented are included in the applications. By including sensory effects in multimedia, we aim to improve the Quality of Experience (QoE) with these mulsemedia environments. Usually, two approaches are being used for performing QoE evaluations these environments. The first, more common, is performed by subjective evaluation approaches, i.e. through questionnaires, interrogations, oral responses, etc. The second, rarer but growing, uses objective approaches by collecting physiological data from the user when dealing with the system being evaluated. Such data is gathered in real time or not, however, it is considered objective because it is "involuntary", that is, data is not the result of the user’s intention. This paper will address both the these methods to evaluate QoE and what the respective obstacles are when dealing with in mulsemedia systems.
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Morreale, Fabio y Antonella De Angeli. "Evaluating Visitor Experiences with Interactive Art". En CHItaly 2015: 11th biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2808435.2808440.

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Alexandrovsky, Dmitry, Susanne Putze, Valentin Schwind, Elisa D. Mekler, Jan David Smeddinck, Denise Kahl, Antonio Krüger y Rainer Malaka. "Evaluating User Experiences in Mixed Reality". En CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411763.3441337.

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Handa, Kunal, Margarett Clapper, Jessica Boyle, Rose Wang, Diyi Yang, David Yeager y Dorottya Demszky. "“Mistakes Help Us Grow”: Facilitating and Evaluating Growth Mindset Supportive Language in Classrooms". En Proceedings of the 2023 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.emnlp-main.549.

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Murcia-Lopez, Maria, Tara Collingwoode-Williams, William Steptoe, Raz Schwartz, Timothy J. Loving y Mel Slater. "Evaluating Virtual Reality Experiences Through Participant Choices". En 2020 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2020. http://dx.doi.org/10.1109/vr46266.2020.00098.

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Informes sobre el tema "Evaluating experiences and mistakes"

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HUDSON, JACK A. y GERALD F. RUDOLFO. Experiences from Evaluating Telephone Firewall Systems. Office of Scientific and Technical Information (OSTI), febrero de 2003. http://dx.doi.org/10.2172/808626.

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Esan, Pantelei. Some Lessons from Moldovian History and the New Chance, the New Challenges, Mistakes, and Useful Experiences. Fort Belvoir, VA: Defense Technical Information Center, abril de 2000. http://dx.doi.org/10.21236/ada425324.

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Anderson, Erin. Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2313.

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Krishnan, Jerry, Sanjib Basu, Elizabeth Calhoun, Robert DiDomenico, Min Joo, Simon Pickard, Barry Pittendrigh y Mark Williams. Evaluating a Program to Improve Patient Experiences After Discharge From the Hospital—The PArTNER Study. Patient-Centered Outcomes Research Institute® (PCORI), mayo de 2020. http://dx.doi.org/10.25302/04.2020.ih.12114365.

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Angel M. Foster, DPhil, MD, AM, Angel M. Foster, DPhil, MD, AM. Evaluating women’s experiences with a referral system for safe and legal abortion care on the Thailand-Burma border. Experiment, diciembre de 2016. http://dx.doi.org/10.18258/8659.

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Oviedo, Daniel, Daniel Perez Jaramillo y Mariajosé Nieto. Governance and Regulation of Ride-hailing Services in Emerging Markets: Challenges, Experiences and Implications. Inter-American Development Bank, agosto de 2021. http://dx.doi.org/10.18235/0003579.

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This paper seeks to shed some light on the different considerations for regulation and governance of ride-hailing platforms in emerging markets, highlighting their positive and negative externalities. Building on an extensive review of the literature and secondary sources, we outline Ride-hailing's identified and potential effects on users (providers and consumers), incumbents, and society. Based on the welfare impacts structure, we identify the significant challenges that regulators face in understanding, monitoring, evaluating, and regulating this type of transportation innovation. Finally, the paper proposes a framework for approaching such mobility innovations from governance and regulation perspectives. In a context of exponential growth in research and innovation in urban mobility in general and Ride-hailing, a rigorous review of the literature and a critical framework for understanding governance and regulation in such services in rapidly changing contexts is a timely contribution.
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El-Rayes, Khaled y Ernest-John Ignacio. Evaluating the Benefits of Implementing Mobile Road Weather Information Sensors. Illinois Center for Transportation, febrero de 2022. http://dx.doi.org/10.36501/0197-9191/22-004.

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State departments of transportation (DOTs) have traditionally utilized fixed road weather information sensors (RWIS) to improve road safety during inclement weather; enhance the management of labor, equipment, and materials for winter road maintenance; and reduce adverse environmental impacts from road maintenance activities. Despite the benefits of these fixed RWIS sites, their coverage and effectiveness are limited because of their stationary locations. To overcome these limitations, recent advances in mobile road weather information sensing technology and cellular communications have enabled the development of mobile RWIS that can be deployed on vehicles to expand the limited coverage of fixed RWIS networks. Combining mobile RWIS, fixed RWIS networks, automatic vehicle location, and maintenance decision support systems (MDSS) provide DOTs with accurate georeferenced road and weather information that can be used by DOTs to optimize winter road maintenance operations and deicer applications. This report presents the findings of a research project funded by the Illinois Department of Transportation to investigate the effectiveness of mobile RWIS and MDSS in improving winter maintenance operations. This project had the following three objectives. First, conduct a literature review to gather and analyze current practices and latest research studies on mobile RWIS and their use for collecting real-time winter roadway conditions to optimize winter maintenance operations. Second, perform interviews with other state DOTs to gather and analyze their experiences and best management practices for the deployment and use of mobile RWIS and MDSS. Third, develop recommendations for a pilot study to evaluate the deployment and performance of mobile RWIS and MDSS in order to determine their effectiveness, implementation requirements, software/technology needs, operational challenges, and life-cycle costs.
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Gignoux, Jérémie, Karen Macours y Liam Wren-Lewis. Evaluating the impact of Land Administration Programs on agricultural productivity and rural development. Inter-American Development Bank, enero de 2013. http://dx.doi.org/10.18235/0009086.

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Investment in land administration projects is often considered key for agricultural productivity and rural development. The evidence on such interventions is however remarkably mixed. This paper discusses a number of challenges and derives related guidelines for the impact evaluation of land administration programs. We focus on four types of challenges: 1) a conceptual challenge related to the need to unbundle property rights and to establish the plausible causal chain for land administration interventions; 2) the existence of other binding constraints on productivity, implying the need to consider the complementarity between property rights and other productive interventions; 3) methodological challenges related to the causal identification of the impacts of such interventions; 4) practical and operational challenges for good impact evaluation on land administration, which are often operationally complex and politically sensitive. The paper is specifically written with a focus on land administration projects in Latin America, and draws from experiences and lessons learned from impact evaluations designed for the IDB, and other donors-funded land administration projects in the region.
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Storm, Servaas. Inflation in the Time of Corona and War: The plight of the developing economies. Institute for New Economic Thinking Working Paper Series, octubre de 2022. http://dx.doi.org/10.36687/inetwp192.

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Reliance on established macroeconomic thinking is not of much use in trying to understand what to do in response to the constellation of forces driving up inflation and slowing down growth in these times of COVID-19 and war. This paper attempts to reduce the heat and turn up the light in the debate on the return of high inflation and looming stagflation—by providing evidence-based answers to key (policy) questions concerning the return of high inflation: How close are the parallels between the current conjuncture and the 1970s? What are the differences? Does what is currently happening already amount to stagflation? Can central bankers engineer a ‘soft landing’ of their economies or are we already poised for a deep (global) recession? What are the likely spillover effects of monetary tightening in the US on the emerging economies? What, if anything, can we learn from the monetary and fiscal policy experiences and policy mistakes of the 1970s? And, finally, are there alternative, less socially costly, ways to bring inflation down?
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Ly, Lena, Jennifer Philip, Peter Hudson y Natasha Smallwood. Singing for people with advance chronic respiratory diseases: a qualitative meta-synthesis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, agosto de 2022. http://dx.doi.org/10.37766/inplasy2022.8.0017.

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Review question / Objective: This study undertook a meta-synthesis of qualitative data with the aim of collating, synthesizing, and evaluating the current evidence regarding the experiences of singing for people with advanced chronic respiratory disease. Condition being studied: Advanced respiratory illnesses are disorders that impact the airways and other structures of the lung. People with lung cancer, chronic obstructive pulmonary disease (COPD) and interstitial lung disease (ILD) frequently experience progressive, frightening breathlessness, cough and fatigue, which affect their quality of life. Furthermore, people with advanced chronic respiratory disease (CRD) and their carers experience a high prevalence of loneliness and uncertainty, especially if breathlessness is felt to herald death and thus, require both psychological and practical supportive care to cope with their symptoms.
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