371,965 research outputs found
A methodology for the selection of new technologies in the aviation industry
The purpose of this report is to present a technology selection methodology to
quantify both tangible and intangible benefits of certain technology
alternatives within a fuzzy environment. Specifically, it describes an
application of the theory of fuzzy sets to hierarchical structural analysis and
economic evaluations for utilisation in the industry. The report proposes a
complete methodology to accurately select new technologies. A computer based
prototype model has been developed to handle the more complex fuzzy
calculations. Decision-makers are only required to express their opinions on
comparative importance of various factors in linguistic terms rather than exact
numerical values. These linguistic variable scales, such as ‘very high’, ‘high’,
‘medium’, ‘low’ and ‘very low’, are then converted into fuzzy numbers, since it
becomes more meaningful to quantify a subjective measurement into a range rather
than in an exact value. By aggregating the hierarchy, the preferential weight of
each alternative technology is found, which is called fuzzy appropriate index.
The fuzzy appropriate indices of different technologies are then ranked and
preferential ranking orders of technologies are found. From the economic
evaluation perspective, a fuzzy cash flow analysis is employed. This deals
quantitatively with imprecision or uncertainties, as the cash flows are modelled
as triangular fuzzy numbers which represent ‘the most likely possible value’,
‘the most pessimistic value’ and ‘the most optimistic value’. By using this
methodology, the ambiguities involved in the assessment data can be effectively
represented and processed to assure a more convincing and effective decision-
making process when selecting new technologies in which to invest. The prototype
model was validated with a case study within the aviation industry that ensured
it was properly configured to meet the
Professional Practice Guidelines for Occupationally Mandated Psychological Evaluations
Psychological evaluations are relied on by employers, professional licensing boards, and civil service commissions to make hiring and employment decisions affecting individuals, orga- nizations, and the public. To promote best practices, these professional practice guidelines were developed for use by psychologists who perform clinical evaluations of individuals for occupational purposes, regardless of whether the evaluation is intended to obtain employ- ment, to achieve licensure/certification, or to maintain either. These guidelines were created by the Committee on Professional Practice and Standards (COPPS) to educate and inform the practice of psychologists who conduct occupationally mandated psychological evaluations (OMPEs), as well as to stimulate debate and research in this important area
Use and usability of custom-made orthopedic shoes
The goal of this study was to investigate the use of custom-made orthopedic shoes (OS) and the association between the use of OS and the most relevant aspects of their usability. Over a 6-month period, patients meeting the inclusion criteria were recruited by 12 orthopedic shoe companies scattered throughout the Netherlands and asked to complete a questionnaire composed of a pre- and post-OS section. Patients with different pathologies were included in the study (n = 339; response 67%). Mean age of the patients was 63 +/- 15 years, and 38% were male. Three months after delivery, 81% of the patients used their OS frequently (4-7 days/week), 13% occasionally (1-3 days/week), and 6% did not use their OS. Associations were found between use and all measured aspects of usability (p-values varied from <0.001 to 0.028). Patients who used their OS more often had a more positive opinion regarding all the aspects of usability. We conclude that all aspects of the usability of OS are relevant in relation to their use and should be taken into account when prescribing and evaluating OS
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The Collective Building of Knowledge in Collaborative Learning Environments
The intention of this chapter is to investigate how collaborative learning environments (CLEs) can be used to elicit the collective building of knowledge. This work discusses CLEs as lively cognitive systems and looks at some strategies that might contribute to the improvement of significant pedagogical practices. The study is supported by rhizome principles, whose characteristics allow us to understand the process of selecting and connecting what is relevant and meaningful for the collective building of knowledge. A brief theoretical and conceptual approach is presented and major contributions and difficulties about collaborative learning environments are discussed. New questions and future trends about the collective building of knowledge are suggested
INQUIRE: a case study in evaluating the potential of online MCQ tests in a discursive subject
There has been a wealth of investigation into the use of online multiple-choice questions as a means of summative assessment, however the research into the use of formative MCQs by the same mode of delivery still remains patchy. Similarly, research and implementation has been largely concentrated within the Sciences and Medicine rather than the more discursive subjects within the Humanities and Social Sciences. The INQUIRE (Interactive Questions Reinforcing Education) Evaluation Project was jointly conducted by two groups at the University of Oxford-the Said Business School and the Academic Computing Development Team to evaluate the use of online MCQs as a mechanism to reinforce and extend student learning. This initial study used a small set of highly focused MCQ tests that were designed to complement an introductory series of first-year undergraduate management lectures. MCQ is a simple and well-established technology, and hence the emphasis was very much on situating the tests within the student experience. The paper will cover how the online MCQs are intended to fit into the Oxford Undergraduate study agenda, and how a simple evaluation was executed and planned to investigate their usage and impact. The chosen method of evaluation was to combine focus groups with automated online methods of tracking, and the paper discusses the findings of both of these
Knowing with Experts: Contextual Knowledge in and Around Science
The original concept of epistemic dependence suggests uncritical deference to expert opinions for non-experts. In the light of recent work in science studies, however, the actual situation of epistemic dependence is seen to involve the necessary and ubiquitous need for lay evaluations of scientific experts. As expert knowledge means restricted cognitive access to some epistemic domain, lay evaluations of expert knowledge are rational and informed only when the criteria used by non-experts when judging experts are different from the criteria used by experts when making their claims. The distinction between ‘substantial knowledge’ and ‘contextual knowledge’ allows for the laypeople to know with experts without having to know precisely what experts know. Such meta-expert evaluations are not specific to the public sphere outside science, nor are they limited internally to science, but they are present in a wide range of contexts in and around science. The paper legitimizes the concept of contextual knowledge by relating it to the relevant literature, and expounds the idea by identifying some elements of such a knowledge
A Standardised Procedure for Evaluating Creative Systems: Computational Creativity Evaluation Based on What it is to be Creative
Computational creativity is a flourishing research area, with a variety of creative systems being produced and developed. Creativity evaluation has not kept pace with system development with an evident lack of systematic evaluation of the creativity of these systems in the literature. This is partially due to difficulties in defining what it means for a computer to be creative; indeed, there is no consensus on this for human creativity, let alone its computational equivalent. This paper proposes a Standardised Procedure for Evaluating Creative Systems (SPECS). SPECS is a three-step process: stating what it means for a particular computational system to be creative, deriving and performing tests based on these statements. To assist this process, the paper offers a collection of key components of creativity, identified empirically from discussions of human and computational creativity. Using this approach, the SPECS methodology is demonstrated through a comparative case study evaluating computational creativity systems that improvise music
Other forms of evidence – and how to use them?
This module covers inclusive approaches to policy-making and other forms of evidence and the ways to use them. While quantitative sources of data are useful in producing some forms of evidence, qualitative sources play an important role, including helping to produce policies that work in practice.Inclusive and “ joined up” approaches to policy-making can play an important role in helping policymakers
devise more appropriate policies and achieve more effective policy outcomes
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