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Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Rating system for teaching"

1

Pettigrew, Frank E., Dorothy B. Zakrajsek, Mary A. Bayless, and Grace Goc-Karp. "Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1215–20. http://dx.doi.org/10.2466/pms.1985.61.3f.1215.

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Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.
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2

Hughes, Rodney, Lauren Dahlin, and Tara Tucci. "An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship With Students’ College-Going Outcomes." Educational Policy 35, no. 1 (November 30, 2018): 131–58. http://dx.doi.org/10.1177/0895904818813302.

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In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.
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3

DeRonde, Kailynn, Claire Palmer, Jane Gralla, and Kevin Poel. "Establishment of a Medication Acuity Scoring Tool at a Tertiary Pediatric Teaching Hospital: A 2-Phase Process." Journal of Pharmacy Practice 33, no. 2 (August 21, 2018): 164–72. http://dx.doi.org/10.1177/0897190018795261.

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Background: Currently, there is no validated objective rating system to address the acuity of medication orders that pharmacists review. Objective: The objective was to assess the acuity of a given medication through creating and validating an acuity scoring tool. Methods: Phase I included the development of the medication acuity scoring tool (MAST) from national safety standards and clinical experience. A survey was administered to pharmacists nationwide to establish a consensus on the individual components of the tool and their associated weighted scores. Phase II was designed to assess MAST's predictive validity by comparing a medication acuity rating generated by MAST to a rating assigned based upon clinical experience of experts. Additionally, in phase II, interrater and intrarater reliability of MAST was evaluated. Results: In phase I, most of MAST’s components and their associated scores achieved >75% agreement for inclusion in the final tool. In phase II, without MAST, approximately 50% of pharmacist-assigned acuity ratings were statistically consistent with tool-generated acuity ratings, and there was fair agreement between respondents (k=0.31). With the use of MAST, agreement in acuity ratings improved to substantial (k=0.69), and intrarater reliability was almost perfect (k=0.88). Conclusion: MAST is a validated rating system that captures the acuity of medications.
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4

Hu, Jianhui, and David R. Nerenz. "Performance of Multihospital Health Systems’ Flagship Hospitals in the CMS Star Rating Program." Journal of Hospital Medicine 15, no. 7 (June 17, 2020): 407–10. http://dx.doi.org/10.12788/jhm.3421.

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Using the Hospital Compare overall hospital quality star ratings and other publicly available data on acute care hospitals, we examined star ratings for the flagship hospitals of a set of multihospital health systems in the United States. We compared star ratings and hospital characteristics of flagship and nonflagship hospitals across and within 113 health systems. The system flagship hospitals had significantly lower star ratings than did nonflagship hospitals, and they did not generally have the highest star ratings in their own systems. Higher teaching intensity, larger bed size, higher uncompensated care, and higher disproportionate share hospital (DSH) patient percentage were all significantly associated with lower star ratings of flagship hospitals when compared with nonflagship hospitals across all health systems; the flagship hospital of a system was more likely to have the lowest star rating in its system if the difference in DSH percentage was relatively large between the flagship and nonflagship hospitals in that system.
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5

Allen, P. H. G., and K. J. D'Souza. "Microtransformers for Teaching and System Stability Research." International Journal of Electrical Engineering & Education 23, no. 2 (April 1986): 121–25. http://dx.doi.org/10.1177/002072098602300204.

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Large transformers, like highly rated rotating machines, can be modelled in ‘micro’ form to demonstrate significant second order, non-linear, features. The design and manufacture of 3 kVA (nominal) rating three-phase and three single-phase transformer bank units, all with three-limb cores and 0.17 per unit leakage reactance are described.
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6

Minzhorina, I. L., and V. I. Marchyk. "USE OF RATING SYSTEM IN THE TEACHING OF PHYSICAL EDUCATION." Educational Dimension 11 (May 24, 2022): 266–71. http://dx.doi.org/10.31812/educdim.5544.

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Анотація:
Grading is a basic method of the credit-modulus system. The experiment has the analysis of accumulation of grades analyzing different results of the credit-modulus system of the scheme "Track and field athletics and methods of teaching" for the I semester. The increasing interest o f students in the ultimate result completes more conscious and active attitude towards educational activity.
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7

Filippova, Svetlana. "Some Experience in Implementing Point-Rating System as a Pedagogical Technology." Scientific Research of Faculty of Economics. Electronic Journal 10, no. 2 (June 28, 2018): 118–27. http://dx.doi.org/10.38050/2078-3809-2018-10-2-118-127.

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Анотація:
Point-rating system including the component of teaching methods as well as quantitative and procedure indicators should be regarded as a pedagogical technology. As an educational technology the point-rating system forms the basis for the world-known credit system. Activity orientated point-rating system can be viewed as a pedagogical technology. As a pedagogical technology the point-rating system has an individual character and takes into account the specificity of the subject and specialization of the studies. The effective usage of the point-rating system depends on the approaches to its design.
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8

Khusenov, Murod, Otabek Umurov, and Qo`Ldosh Juraev. "Development Of An Electronic System For Online Assessment Of The Work Of The Teaching Staff On A 110-Point System." American Journal of Interdisciplinary Innovations and Research 03, no. 05 (May 7, 2021): 65–71. http://dx.doi.org/10.37547/tajiir/volume03issue05-11.

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Анотація:
The main topic of the article is considered to be the automation of the rating approach. The model of the information system adaptable to automation and the system architecture are proposed in this article. The features of the system implementation are also discussed. The model and functions provide effective maintenance of the automation information system. The results of using the system are also given.
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9

Koshushko, Roman Y., and Antonina M. Verhun. "ANALYSIS OF HIGHER EDUCATION SYSTEM IN THE CONTEXT OF THE INTERNATIONAL RATING SYSTEM." Bulletin of the Kyiv National University of Technologies and Design. Series: Economic sciences 117, no. 6 (April 17, 2018): 7–13. http://dx.doi.org/10.30857/2413-0117.2017.6.1.

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The study examines and analyzes the existing requirements for higher education institutions as well as academic and teaching staff of higher education institutions. The paper presents a system of university assessment indicators used to evaluate the leading world universities performance along with the chart displaying the impact of the evaluation system on its further development.
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Nabeela Nazly, Hafsah Batool Lahore,. "Developing a System for Teaching Effectiveness by Student Classification of Teacher Attributes at the University of Lahore College for Women University." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4925–35. http://dx.doi.org/10.17762/pae.v58i2.2890.

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Анотація:
As teaching effectiveness is crucial for achieving academic excellence, teachers' attributes contributing towards teaching effectiveness are worth exploring. This study examines 300 BS. Education and Economics students' perception of teachers' characteristics who have taught them. Accordingly, teachers are categorized based on scores of attributes obtained through student ratings. Association between teacher attributes and overall teaching effectiveness is found, and finally, a teaching effectiveness framework is designed based on characteristics, which were significantly associated with teaching effectiveness. The majority (>60%) of students rated all attributes under the medium category, with 54.64% and 50.61% of students placing (rating) overall teaching effectiveness under the high and medium sort respectively, with 17.61 % under the low category. Also, all attributes were found to be positively correlated with overall teaching effectiveness. Out of 30 items under all attributes, 22 items significantly associated with teaching effectiveness were included in the teaching effectiveness framework. In light of the findings, we give teachers suggestions regarding their teaching attributes as perceived by students.
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Більше джерел

Дисертації з теми "Rating system for teaching"

1

Cronje, Standford Ebraim. "An individualized performance appraisal system for academic staff at Peninsula Technikon." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52111.

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Анотація:
Thesis (MPhil)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: Higher education depends heavily on government funding, yet the tendency in both industrial and developing countries is one towards a decrease in budget allocation for the maintenance or improvement of higher education. At the same time institutions of higher learning are increasingly required to give account of that performance. Higher Education institutions will have to explore avenues of raising revenue other than government funding. Decisions with regard to promotion and salary increases, which form a substantial part of the expenditure on the institutional budget, must therefore be based on justifiable grounds if these institutions are to remain viable. It is for this reason that performance appraisal of academic staff assumes increasing significance. This study addresses the aspect of introducing an individualised performance appraisal system for academic staff. The research is in the format of a literature review of performance appraisal in higher education followed by a questionnaire survey and interviews among academic staff at an institution of higher learning. The questionnaire survey and interviews prove that performance appraisal for academic staff is necessary. According to the interviews there is, however, not substantive support for an individualised performance appraisal system for academic staff. In view of the support for performance appraisal elicited by the questionnaire survey, however, the research recommends that an individualised performance appraisal system be introduced for academic staff on an experimental basis, and that the research goal be subjected to further research in a more extensive manner by taking a bigger sample and employing different research methods.
AFRIKAANSE OPSOMMING: Die hedendaagse tendens in hoër onderwys dui op 'n vermindering van finansiële ondersteuning deur die owerheid aan instellings vir hoër onderwys, ten spyte daarvan dat sodanige instellings hoofsaaklik aangewese is op die owerheid vir befondsing vir die handhawing, of selfs verbetering, van hoër onderwys. Terselfdertyd word daar groter verantwoording van instellings vir hoër onderwys vereis. Instellings van hoër onderwys sal ernstige oorweging daaraan moet skenk om ander inkomstebronne as staatsbefondsing te bekom, ten einde die befondsing deur die owerheid aan te vul. Bevordering en salarisverhogings vorm 'n groot deel van die uitgawes op die begroting van die instelling. Besluite in hierdie verband behoort derhalwe geneem te word op gesonde grondslae. Dit is om hierdie rede dat prestasieboordeling van doserende personeel toenemende belangrikheid aanneem. Hierdie navorsmg fokus _ op die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir doserende personeel. Die navorsing is in die formaat van 'n literatuurstudie van prestasiebeoordeling in hoër onderwys, gevolg deur 'n vraelysondersoek en onderhoude met doserende personeel by 'n instelling vir hoër onderwys. Die vraelysondersoek en onderhoude bewys dat prestasiebeoordeling van doserende personeel wel nodig is. Daar is egter, volgens die onderhoude, onvoldoende steun vir 'n geïndividualiseerde stelsel van prestasiebeoordeling vir doserende personeel. In die lig van die ondersteuning vir prestasiebeoordeling soos blyk uit die vraelysondersoek, beveel die navorsing aan die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir doserende personeel op 'n proefbasis, en dat meer intensiewe navorsing ten opsigte van die navorsingsdoelwit gedoen word deur 'n groter steekproef te neem en verskillende navorsingsmetodes te gebruik.
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2

McWhirter, Nathan Daniel. "Teaching Engineering Students About Cognitive Barriers During Design for Sustainable Infrastructure." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/81310.

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Анотація:
Sustainability is a complex socio-technical challenge that requires new ways of thinking. To help meet this challenge, I have created three case-based modules that teach engineering students how to apply sustainability principles and help them recognize potential cognitive traps, or barriers, that may prevent more consideration for sustainability during design. Each of my three case studies is built into a PowerPoint-guided module for undergraduate engineering classes, which may be taught in 1-3 class days. I have implemented each of the three modules in senior-level classes at Virginia Tech, assessed survey data, and scored student assignments. This work and the underlying literature background is reflected in three journal papers, one for each module. My case study modules, along with all associated teaching materials, are shared in the Center for Sustainable Engineering repository for other instructors to adapt and use. Each module includes a case study about an infrastructure project recognized and awarded by the Envision rating system, demonstrating a case of sustainability done well. Adaptable PowerPoint slides are used to teach about the Envision rating system and credits particularly relevant to the project. Active learning assignments allow students to apply the Envision framework and design criteria to complex and ill-structured problems related to the case study. Slides also cover the relation of three selected behavioral decision science concepts to each case study; these include cognitive biases and barriers which tend to inhibit sustainability outcomes, as well as some potential solutions to mitigate or overcome such barriers. Paired with the decision-making framework of Envision, awareness of these transdisciplinary concepts will allow students to more effectively manage the complex decisions found in real-world projects. Results were assessed through a variety of methods to determine the modules' level of effectiveness in accomplishing defined student learning outcomes. Pre-module and post-module student surveys were employed to measure several indicators: changes in self-assessed confidence levels, perceptions of sustainable design (characteristics and barriers), and accuracy of module concept definitions. Each of several active learning assignments was scored on a simple rubric. Concept maps were also tested as further type of assessment, and scored with both traditional and holistic methods. However, fully integrating the concept mapping approach is left to the future work of others. These modules are a significant contribution to engineering education, as they integrate diverse topics and disciplines into a unified and relevant teaching package. Over 350 students have already been reached through the three modules, and sharing the materials in a peer-reviewed repository allows for expansion, adaptation, and capacity building. Each module's content and pedagogy align with ABET accreditation requirements and ASCE's Body of Knowledge, making them relevant tools for equipping the future generation of engineers. Future development of similar case studies can build partnerships between academia and industry, as well as increase cross-disciplinary collaboration. These efforts will both improve undergraduate education and advance the profession.
Master of Science
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3

Strang, Tara Muratore. "Examining Quality in a State Rating and Improvement System: A Propensity Score Analysis of Children’s Literacy Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493647931641082.

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Elzey, Robert F. "The Construct Validity of the Principles of Edification as Measures of Edifying Teaching in the LDS Church Educational System." Diss., CLICK HERE for online access, 1998. http://patriot.lib.byu.edu/u?/MTAF,7946.

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5

Вєтошкін, Ігор Володимирович. "Рейтингова система навчання студентів з дисципліни робототехніка". Master's thesis, КПІ Ім. Ігоря Сiкорського, 2019. https://ela.kpi.ua/handle/123456789/31789.

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Анотація:
В цій роботі розглянуто проблему у області оптимізації веб-додатків, а саме оптимізація рейтингової системи. Проаналізовано аналоги рейтингових систем для навчання студентів та інформаційні системи, які ознайомлюють користувачів з навчальними закладами, визначено їх основні переваги та недоліки. На основі отриманих результатів визначені основні необхідні модулі, які повинна містити дана система, способи її оптимізації та забезпечення належної швидкодії. В результаті виконання дипломної дисертації розроблено рейтингову систему для навчання студентів. В рамках веб-додатку, здійснено її оптимізацію та значно підвищено швидкодію за рахунок оптимізації структури бази даних, використання фреймворку React в розробці клієнтської частини для створення SPA, впровадження додаткової системи кешування даних, оптимізації запитів до бази даних. Розмір пояснювальної записки – 88 сторінок, 48 ілюстрацій, 22 таблиці та 2 додатки.
This master thesis shows the problem of web application optimization, describes the optimization of the rating system. Analogues of rating systems for student education and information systems were analyzed, their main advantages and disadvantages were identified. On the basis of the obtained results, the basic necessary modules, which should be contained by the given system, ways of its optimization and ensuring proper performance, were created. As a result of the master thesis completion, a rating system for learning students was developed. In the web application, optimization was completed and performance was significantly increased due to optimization of the database structure, using of React framework in the development of the client side for creating SPA, implementation of additional data caching system, optimization database queries. Explanatory note size – 88 pages, contain 48 illustrations, 22 tables and 2 applications.
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Silva, Danielle Fernandes da. "Sistema nervoso X demais sistemas : diagnostico do conhecimento previo em alunos ingressantes no ensino superior." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/317590.

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Анотація:
Orientador: Humberto Santo Neto
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia
Made available in DSpace on 2018-08-13T07:54:54Z (GMT). No. of bitstreams: 1 Silva_DanielleFernandesda_M.pdf: 1923726 bytes, checksum: 473048cc923b87a035c8f253536e3ead (MD5) Previous issue date: 2009
Resumo: A Biologia é uma disciplina do Ensino Médio cujo objetivo é fornecer noções básicas de como funciona o mundo onde vivemos e de como os seres vivos se relacionam com o ambiente e como interagem, além de conhecer a estrutura e o funcionamento do corpo humano. Em cursos superiores, sobretudo os da área Biológica, essas noções básicas são fundamentais para facilitar o acompanhamento de disciplinas como a Anatomia e a Fisiologia. Entre os assuntos que despertam curiosidade, e ao mesmo tempo apresentam-se com dificuldades ao serem abordados em sala de aula, estão as Neurociências, cujas dificuldades no ensino/aprendizagem podem estar relacionadas à complexidade da natureza tridimensional do Sistema Nervoso. Este trabalho admite a hipótese de que os alunos que ingressam em cursos superiores da área de Ciências Biológicas possuem menor conhecimento dos assuntos relacionados ao Sistema Nervoso em relação aos demais sistemas orgânicos. Outros objetivos deste trabalho foram: examinar o quanto do assunto sistema nervoso tem sido exigido pelos exames vestibulares, e como os livros trazem o assunto "Neurociências", para saber o tipo de material de que os alunos dispõem para estudar fora da sala de aula. Aplicamos uma avaliação diagnóstica contendo assuntos relacionados à Anatomia e Fisiologia no Ensino Médio a alunos ingressantes de duas Instituições de Ensino Superior públicas paulistas, no 1º dia letivo de todos os cursos da área biológica em cujo currículo consta a disciplina de Anatomia. No total, foram aplicados 308 questionários. Na comparação entre os acertos do Sistema Nervoso e os dos outros sistemas, a média para o Sistema Nervoso foi significativamente menor (p < 0,05). Com relação às questões de Vestibular, analisamos no total 1108 questões de Anatomia/Fisiologia. A porcentagem das questões referentes ao Sistema Nervoso não é diferente daquelas dos Sistemas Respiratório, Endócrino, Urinário e Locomotor, embora seja significativamente menor quando comparadas aos Sistemas Reprodutor e Circulatório.
Abstract: Knowledge in Neuroanatomy is crucial to understand others "neuro" subjects such as Physiology, Pathology, Surgery and Imaging for students in health sciences. However, teaching Neuroanatomy, is not an easy task and although students often find the brain to be a marvel of complexity they always have difficulty in learning and sometimes they even refuse to take classes that cover brain anatomy. In this study, we hypothesized that in Brazil, at the time students enroll to health sciences courses they may know less about Nervous System than others issues in Gross Anatomy. In this study, a 30 multiple-choice tests being 5 tests of each system in Gross Anatomy: Digestive, Respiratory, Circulatory, Urinary, Nervous and Genital based on the secondary schools programs was applied. Tests were extracted from a database representative freely available at a website and they were sequentially ordained as above quoted. Participants were 308 students of health sciences that enrolled for the first time in a human anatomy course in two public Brazilians Universities. Test was applied before the first lesson in Anatomy. Our results demonstrate that the percentage of correct answers in Nervous System was significantly lower than Digestory, Respiratory, Circulatory, Urinary, and Genital. These findings lead us to conclude that in fact students know less about Nervous system before starting Goss Anatomy courses.
Mestrado
Anatomia
Mestre em Biologia Celular e Estrutural
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7

Shine, Thomas E. (Thomas Earl). "A Comparison of the Achievement of Two Groups of Algebra I Students and Teacher Scores on the Texas Teacher Appraisal System." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331003/.

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Анотація:
The problem of this study was to determine if the teachers of Algebra I rated highest and lowest according to the Texas Teacher Appraisal System differed significantly in a measure of achievement. The analyses indicated that there were significant differences in achievement between the classes taught by the highest and lowest ranked teachers.
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8

Mnisi, Donald Moffat. "The impact of class visits on professional teacher development in White Hazy Circuit in Mpumalanga Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1575.

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Анотація:
Thesis (M. Dev.) -- University of Limpopo, 2016
This study aims to give insights into the nature and extent of professional teacher development by the department of education through class visits, and subsequently its impact on professional teacher development in the white hazy circuit in Mpumalanga province. This study further examines measures and recommendations to be put in place which can help to improve the programme (class visits), also the effectiveness of this programme in professional teacher development. The study further highlights key issues regarding class visits with regard to professional teacher development. The study further highlights strategies that can be put in place to enhancing class visits as a programme for professional teacher development. The study further highlights key recommendations to be put in place to enhance class visits as professional teacher development programme. KEY WORDS Professional Teacher Development; Development Appraisal System; Integrated Quality Management Systems; development support group; Continuing Professional Teacher Development.
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9

Phillips, Matthew. "An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6340.

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Анотація:
This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two stated purposes of the Marzano causal teacher evaluation system were to improve the accuracy of teacher performance ratings and to improve the accuracy of feedback provided to teachers. Variation in implementation may possibly occur among school districts. To date no research has been conducted to analyze how variations in implementation may relate to teacher performance ratings. The purpose of this study was to provide data to support best-practice in the implementation of the Marzano causal teacher evaluation system and to guide instructional leaders on the implementation of this evaluation system. The researcher also sought to ensure the Marzano causal teacher evaluation system provides both accurate teacher feedback and accurate teacher evaluations. Data was collected from the Florida Department of Education published reports and information. School district implementation plans were gathered from state submitted documentation. Implementation plans were analyzed and read. Data was collected on a data collection sheet and then analyzed in SPSS using a crosstab Chi square test to determine if a statistically significant relationships existed between districts that followed the research-based implementation model and districts that did not. It was determined that implementation of the Marzano causal evaluation system varies widely. In six out of the seven implementation variables, it was determined that there were statistically significant relationships in teacher evaluation scores between districts that followed the research-based implementation variables and districts that did not. Further research should include validity and reliability studies on the Marzano causal evaluation system. Research should continue to analyze different ways in which the Marzano causal evaluation system is implemented, and what relationship there is between implementation and teacher performance ratings. Research should be conducted to analyze the effectiveness of feedback provided to teachers through the Marzano causal teacher evaluation system. This research indicates that the Marzano causal teacher evaluation system should be used following research based best-practice and how it is intended to be used. The research in this study shows that when implementation variables are altered in the Marzano causal teacher evaluation system, teacher performance ratings may become inaccurate. Based on misunderstandings of the Marzano causal evaluation system, it is recommended school leaders receive additional training on the understanding and implementation of the Marzano casual teacher evaluation system.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track
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Chen, Yi-Ting Civ E. Massachusetts Institute of Technology. "Rainfall-induced Landslide Hazard Rating System." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66858.

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Анотація:
Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 136-138).
This research develops a Landslide Hazard Rating System for the rainfall-induced landslides in the Chenyulan River basin area in central Taiwan. This system is designed to provide a simplified and quick evaluation of the possibility of landslide occurrence, which can be used for planning and risk management. A systematic procedure to investigate the characterization of rainfall distribution in a regional area is developed in the first part of the thesis. Rainfall data for approximately one decade, 2002 to 2008, from 9 rainfall stations in the study area are included, in which a total of 46 typhoons are selected and categorized into 3 typhoon paths: the Northeastern, Northwestern, and Western. The rainfall distribution affected by typhoon paths in a region is thereby determined. The second part of the thesis is the Landslide Hazard Rating System, which integrates different hazard factors: bedrock geology, aspect, and slope gradients. This analysis is based on the specific characterization of the study area, which consists of the relative topographic relief (aspect and slope gradients) and variable bedrock geology. The method of normalized difference is used for examining the relationship of the topographic features to landslide occurrence. Although this study is conducted in a specific area, this landslide hazard rating system can be applied to other locations. Finally, a concept of a rainfall-induced landslide analytical system is proposed to combine the rainfall distribution analysis and the landslide hazard rating system. This analytical system is intended to include and address the relationship of rainfall and landslide occurrence by combining characterizations of rainfall, topography, and landslide potential. Additionally, this study recommends that, in future work, theoretical models of rainfall distribution and laboratory tests of soil and rock samples be included. Together, these will constitute a basis for the prediction of landslide occurrence. The ultimate goal of future work should be the development of a system for assessing and forecasting rainfall-induced landslide risks, which can become the foundation for a comprehensive risk management system for use in planning.
by Yi-Ting Chen.
S.M.
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Книги з теми "Rating system for teaching"

1

Developing a comprehensive faculty evaluation system: A guide to designing, building, and operating large-scale faculty evaluation systems. 3rd ed. Bolton, Mass: Anker Pub. Co., 2007.

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Developing a comprehensive faculty evaluation system: A handbook for college faculty and administrators on designing and operating a comprehensive faculty evaluation system. 2nd ed. Bolton, MA: Anker Pub. Co., 2000.

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M, Aleamoni Lawrence, ed. Developing a comprehensive faculty evaluation system: A handbook for college faculty and administrators on designing and operating a comprehensive faculty evaluation system. Bolton, MA: Anker Pub. Co., 1995.

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4

Ysseldyke, James E. TIES-II, the instructional environment system II: A system to identify a student's instructional needs. Longmont, CO: Sopris West, 1993.

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5

Bonyun, Rosemary. Part scores and questionnaire responses: System-wide student evaluation in grade 9A and 9G mathematics, 1989-90. Ottawa: Ottawa Board of Education, 1991.

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6

Coordinating Board, Texas College and University System. Committee on Testing. A generation of failure: The case for testing and remediation in Texas higher education : recommendations of the Committee on Testing to the Coordinating Board, Texas College and University System. [Austin, Tex.]: The Committee, 1986.

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7

Institute, Adam Smith, ed. Revising the rating system. London: Adam Smith Institute, 1985.

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8

(Organization), Norske Veritas. International contractor safety rating system. Loganville, Ga: DNV-Loss Control Management, International Loss Control Institute, 1994.

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9

Gresham, Frank M. Social skills rating system manual. Circle Pines, MN: American Guidance Service, 1990.

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Company, Ford Motor. Worldwide supplier quality rating system. Dearborn: Ford, 1990.

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Частини книг з теми "Rating system for teaching"

1

Webster, Mark D. "LEED Rating System." In Sustainability Guidelines for the Structural Engineer, 29–39. Reston, VA: American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/9780784411193.ch03.

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2

Kugler, Sascha, and Steffen Girmscheid. "Rating Advisory." In Unternehmensfinanzierung und -rating mit System, 113–17. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20638-3_7.

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3

Gromala, David S., and Mark D. Webster. "Green Globes Rating System." In Sustainability Guidelines for the Structural Engineer, 40–46. Reston, VA: American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/9780784411193.ch04.

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4

Hoffrage, Ulrich, and Julian N. Marewski. "Social Scoring als Mensch-System-Interaktion." In Social Credit Rating, 305–29. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29653-7_17.

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5

Krause, Theresa, and Doris Fischer. "An Economic Approach to China’s Social Credit System." In Social Credit Rating, 437–53. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29653-7_22.

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6

Ghobadian, Abby, Alan Stainer, J. Liu, and Tibor Kiss. "A Computerised Vendor Rating System." In Developments in Logistics and Supply Chain Management, 103–12. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137541253_10.

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7

Colledge, Alan L. "Impairment Rating, Ambiguity, IAIABC System." In Encyclopedia of Pain, 1590–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-28753-4_1910.

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8

Lin, Yao-Tsung, and Shian-Shyong Tseng. "A Characterized Rating Recommend System." In Advances in Knowledge Discovery and Data Mining, 41–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45357-1_7.

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9

McKay, Douglas. "Postoperative Rating System For Clubfeet." In The Clubfoot, 117. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4613-9269-9_25.

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von Blomberg, Marianne. "The Social Credit System and China’s Rule of Law." In Social Credit Rating, 111–37. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29653-7_6.

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Тези доповідей конференцій з теми "Rating system for teaching"

1

Logunov, O. "Management In Academic Teaching Staff Activity: Modeling Of Rating System Indicators." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.60.

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2

Piedra, Nelson, Janneth Chicaiza, Jorge Lopez, and Edmundo Tovar Caro. "A rating system that open-data repositories must satisfy to be considered OER: Reusing open data resources in teaching." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7943089.

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McWhirter, Nathan, and Tripp Shealy. "Teaching Engineering Students about Cognitive Barriers during Design: A Case Study Approach Using the Envision Rating System for Sustainable Infrastructure." In International Conference on Sustainable Infrastructure 2017. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784481202.040.

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4

Coelho, Lia Alencar, and Marcelo Machado De Luca de Oliveira Ribeiro. "Student ratings to evaluate the teaching effectiveness: Factors should be considered." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9392.

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The study discusses the student ratings of a professor teaching sociology disciplines in different undergraduate courses. The data were obtained from questionnaires consisting of a series of inquiries about the discipline, focusing on how it fits in the curricular structure (discipline evaluation) and, also, on teacher’s performance (professor evaluation). A total of 480 students answered the questionnaire and, for each question they had a total of five possible answers: very poor (1 point), poor (2 points), fair (3 points), good (4 points) and excellent (5 points). Considering discipline and professor evaluations, students from Animal Science, Food Engineering and Veterinary Medicine courses consider "fair" the performance of the sociology professor. Regarding to the professor evaluation, the students of the three undergraduate courses considered the performance of the teacher "good". For discipline evaluation, the Animal Science and Veterinary Medicine students considered the discipline "fair" and the Food Engineering students considered the discipline "poor". The results obtained can serve as a basis for the design of a institutional evaluation system of teaching based on student ratings, however the evaluation of the discipline and the performance of the teacher must be considered separately.
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5

Völker, S., M. Kleinkes, and B. Wördenweber. "Headlamp Rating System." In SAE 2003 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2003. http://dx.doi.org/10.4271/2003-01-0927.

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6

Feng, M., Y. X. Tao, E. Inclan, and R. Bartra. "Evaluation of Energy Usage for a Teaching and Research Complex." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14959.

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The evaluation of energy performance for a teaching and research complex located in South Florida was carried out by auditing the energy bills, on-site data monitoring, and numerical simulation by computer. To facilitate the process of on-site data monitoring, a remotely controlled, wireless thermal monitoring system was deployed in the building. The system can automatically collect the temperature, relative humidity ratio, illumination intensity, and building electricity usage data for analysis. The contribution and savings potential of each energy consumption component is analyzed for the whole building. From the audit result it is obvious that laboratory equipment is the dominant electricity consumption factor. The fluctuation pattern of electricity usage due to artificial lighting demonstrates the effectiveness of occupancy sensors for energy saving during evenings, weekends and holidays. The trend of HVAC chilled water consumption rate follows closely with the indoor and outdoor temperature difference. Since the HVAC coil load represents the building's total cooling requirement, the ratio between chilled water rate and temperature difference reflects the building's comprehensive thermal resistance. This coefficient can be used as a new building energy index for future energy audits of similar buildings. Finally, computer software simulates several proposed energy saving scenarios, e.g. reducing the HVAC fresh air percentage, adding energy wheel to recycle the wasted cooling, etc. The result shows that installing energy wheel can save more cooling load than other methods, however such benefit is compromised by its extra motor electricity usage.
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7

Les, Magdalena, and Brian Fildes. "Developing Vehicle Aggressivity Rating System." In Automotive and Transportation Technology Congress and Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2001. http://dx.doi.org/10.4271/2001-01-3166.

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8

Thollot, Raphaël, and Marie-Aude Aufaure. "A Situational Resource Rating System." In 2010 Second International Conference on Advances in Databases, Knowledge, and Data Applications. IEEE, 2010. http://dx.doi.org/10.1109/dbkda.2010.31.

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Rajenderan, Amog, Srinivas Sridharan, and Reynold Bailey. "An affective movie rating system." In the ACM Symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2628257.2628348.

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LePage, Andrew J. "Rating system for SETI targets." In Photonics West '96, edited by Stuart A. Kingsley and Guillermo A. Lemarchand. SPIE, 1996. http://dx.doi.org/10.1117/12.243445.

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Звіти організацій з теми "Rating system for teaching"

1

Hanlon, Scott. Fenestration System Energy Performance Rating Development and Research. Office of Scientific and Technical Information (OSTI), October 2011. http://dx.doi.org/10.2172/1372311.

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2

Cohen, Jack D., and John E. Deeming. The national fire-danger rating system: basic equations. Berkeley, CA: U.S. Department of Agriculture, Forest Service, Pacific Southwest Forest and Range Experiment Station, 1985. http://dx.doi.org/10.2737/psw-gtr-82.

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3

Press, Ronald E., Michael E. Keller, and Gregory J. Maguire. Testability Design Rating System: Analytical Procedure. Volume 2. Fort Belvoir, VA: Defense Technical Information Center, February 1992. http://dx.doi.org/10.21236/ada254334.

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4

Burgan, Robert E. 1988 Revisions to the 1978 National Fire-Danger Rating System. Asheville, NC: U.S. Department of Agriculture, Forest Service, Southeastern Forest Experiment Station, 1988. http://dx.doi.org/10.2737/se-rp-273.

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5

Domeshek, Eric A. Intelligent Tutoring System for Teaching Battlefield Command Reasoning Skills. Fort Belvoir, VA: Defense Technical Information Center, March 2002. http://dx.doi.org/10.21236/ada400494.

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Donaldson, Bryan G., and James T. Paul. NFDRSPC: The National Fire-Danger Rating System on a Personal Computer. Asheville, NC: U.S. Department of Agriculture, Forest Service, Southeastern Forest Experiment Station, 1990. http://dx.doi.org/10.2737/se-gtr-061.

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Donaldson, Bryan G., and James T. Paul. NFDRSPC: The National Fire-Danger Rating System on a Personal Computer. Asheville, NC: U.S. Department of Agriculture, Forest Service, Southeastern Forest Experiment Station, 1990. http://dx.doi.org/10.2737/se-gtr-61.

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8

Payne, W. Vance, and Piotr A. Domanski. A curve-based mixed system rating method for unitary air conditioners. Gaithersburg, MD: National Institute of Standards and Technology, 2005. http://dx.doi.org/10.6028/nist.ir.7225.

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Kavanagh, Michael J. Performance Rating Accuracy Improvement through Changes in Individual and System Characteristics. Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada207561.

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Lineham, T. Home energy rating system business plan feasibility study in Washington state. Office of Scientific and Technical Information (OSTI), March 1995. http://dx.doi.org/10.2172/258178.

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