Science topic

Evaluation - Science topic

Evaluation in all area.
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The aim of this research is to investigate the impact of compensation and reward system in determining employees willingness to continuing staying in a particular job.
The study group is working class Post Graduate students at University of sunderland.
The research method will be interview of prospective students
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This two variables show significant correlation to the criterion variable in that the employees will be more committed and motivated consequent upon which production increase.
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Dear colleagues,
A research team is conducting a study to evaluate emotions that have been automatically generated by using GANS, through a small survey. The survey presents 20 works of art in four different versions, each aimed at evoking one of the following emotions: amusement, delight, dread, and melancholy.
Your opinion is highly valued. Kindly access the form provided via the link and indicate the emotion you perceive each one of the 20 works of art to evoke. We suggest increasing the screen brightness to have a better view of the images.
Thank you for participating in this research. Your responses will be greatly appreciated. Feel free to share with your contacts.
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I'm not sure, as we will need to analyse the data and write the paper over the next year.
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Distinguish between short-term challenges and potential long-term benefits. Assess the risks, including the potential for introducing harmful pathogens or unintended ecological consequences, and weigh them against the long-term benefits of sustainable agricultural practices.
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Some of these impacts include algae blooms causing the depletion of oxygen in surface waters, pathogens and nitrates in drinking water, and the emission of odors and gases into the air. Long term uses to restore the soil's fertility; bio fertilizers are necessary. The use of chemical fertilizers over a lengthy period damages the soil and reduces crop output. On the other side, bio fertilizers improve the soil's ability to hold water while also adding vital minerals like nitrogen, vitamins, and proteins.Soil Temperature, pH, Bio fertilizer source and species, and soil aeration. Factors affecting the efficiency of bio fertilizers are many, the most important of which are the C / N ratio, ventilation, soil moisture content, and degree of reaction PH of the soil.
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I need experts in the Field of Measurement and Evaluation?
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Measurement and evaluation as subject teaching at M.Phil level . If any guidance or help require It will be my pleasure.
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When you read an epidemiological research paper what are some of the red flags you encounter in phrasing, statistical tests used, and glossing over controlling for confounding? For example, when you evaluate the COVID reports or vaccine research what are key elements that if not present call into question the research or if included raise doubts?
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So basically you're discussing the use of observational data to answer causal questions (which are often best answered using randomized trials). In that case, the most important thing will be bias (selection bias, measurement error, and confounding bias). I will specifically look for the detail of study design and statistical analyses on this part, i.e., how the authors came up with measures to mitigate bias when they recruit and follow up participants, or if this is a retrospective study, how they can confirm the validity of the measurements.
Confounding is often seen as the most important problem in answering causal questions, so of course I'll look for the methods used to control for confounding. As you said in your comment, it may be multiple regression where the potential confounders are selected based on a DAG (or DAGs), some causal inference method such as propensity score or instrumental variable, or the confounders are controlled by design (restriction, matching, etc). However, I believe the use of one method is not sufficient; I'll read the description, too, to make sure that their actual implementation is valid. Unfortunately, you'll see that not all papers described their DAG in detail (e.g., how they came up with the variables and the relationships between variables); some didn't even publish their DAG. Or for propensity score methods, they didn't show the diagnostic results (SMDs, Love plot, histogram of weights).
It's hard to summarize everything I'll look for in a few keywords, but yeah, probably "did they handle bias properly?".
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Dear Admin,
You uploaded a study in pdf and the system automatically entered the title of the pdf as the title of the article. I changed the pdf, but only the title remained.
How can I change this so that the title of the study is displayed? "What Does a Tourist See, or, an Environmental–Aesthetic Evaluation of a Street View in Szeged (Hungary)"
thanks,
Ferenc
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Ohh, sorry! I got it! :-)
F
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Someone should please guide me on how to write this project
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The following is a proposal template for evaluating the phytochemical characteristics of plants used in the treatment of malaria. Please tailor it to fit the specific requirements and guidelines provided by your institution or funding agency.
Title: Evaluating the Phytochemical Characteristics of Plants Used in the Treatment of Malaria
  1. Introduction: Malaria remains a significant public health challenge worldwide, particularly in regions where resources are limited. Traditional medicine, including the use of plant-based remedies, has been a vital source of healthcare for many communities. Various plants have been traditionally employed in the treatment of malaria symptoms, and their therapeutic potential is of great interest. This research proposal aims to evaluate the phytochemical characteristics of plants known for their anti-malarial properties, with the ultimate goal of discovering potential new sources of anti-malarial drugs.
  2. Objectives: The primary objectives of this study are as follows: a. Identify and collect plant species commonly used in traditional medicine for malaria treatment. b. Extract and analyze the phytochemical composition of the selected plants. c. Determine the potential anti-malarial activity of the plant extracts through in vitro assays. d. Investigate the safety profile of promising extracts using relevant toxicity tests.
  3. Methodology: a. Plant Collection: A comprehensive survey will be conducted to identify and collect plant species commonly used in the treatment of malaria in the target region. Ethnobotanical studies and consultations with traditional healers will guide the selection of plants for analysis.
b. Phytochemical Extraction: The selected plant samples will undergo a sequential extraction process using various solvents of increasing polarity (e.g., hexane, ethyl acetate, methanol). These extracts will be concentrated to obtain crude extracts for further analysis.
c. Phytochemical Analysis: The crude extracts will be subjected to phytochemical screening to identify the presence of various secondary metabolites, including alkaloids, flavonoids, terpenoids, phenolics, and saponins. Modern analytical techniques such as High-Performance Liquid Chromatography (HPLC) and Gas Chromatography-Mass Spectrometry (GC-MS) will be utilized to identify and quantify the individual bioactive compounds.
d. In vitro Anti-malarial Activity: The extracts will be evaluated for their anti-malarial potential against Plasmodium falciparum strains using established in vitro assays. The efficacy of the extracts will be compared to standard anti-malarial drugs.
e. Toxicity Assessment: The safety profile of promising extracts will be assessed through cytotoxicity studies using human cell lines. Additionally, acute toxicity studies on small animal models will be conducted to gauge potential adverse effects.
  1. Data Analysis: Quantitative data obtained from the phytochemical analysis and anti-malarial assays will be subjected to appropriate statistical analysis using software such as R or SPSS. The results will be interpreted, and correlations between phytochemical constituents and anti-malarial activity will be explored.
  2. Implications: This research is expected to provide valuable insights into the phytochemical composition of plants used in malaria treatment and their potential as sources of anti-malarial agents. The discovery of new bioactive compounds can contribute to the development of novel and affordable anti-malarial drugs. Moreover, the study may also highlight the importance of preserving traditional knowledge related to medicinal plants.
  3. Ethical Considerations: Ethical approvals will be obtained from relevant authorities and institutions before conducting the research. Informed consent will be obtained from participants, and proper measures will be taken to respect the intellectual property and cultural rights of the local communities involved.
  4. Budget: A detailed budget will be prepared, including costs for plant collection, laboratory analyses, research materials, and personnel.
  5. Timeline: A realistic timeline will be developed to ensure the smooth execution of the project, with appropriate milestones for each phase.
  6. Conclusion: By evaluating the phytochemical characteristics of plants used in the treatment of malaria, this research aims to contribute to the advancement of scientific knowledge in the field of anti-malarial drug discovery. The potential findings could have a significant impact on global health, especially in malaria-endemic regions.
  7. References: A list of relevant references and sources will be provided to support the proposal's background and methodology.
Remember, the format and specific content of the proposal may vary based on the requirements of the funding agency or institution you are submitting it to.
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Dear colleagues,
I am reaching out to you for assistance in finding an approach that will allow me to evaluate the academic profiles of researchers, taking into account quantitative indicators and conducting an analysis of collaborations and funding.
I would greatly appreciate your responses and suggestions.
Best regards,
Sabina
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You are interested in finding an approach to evaluate the academic profiles of researchers, including quantitative indicators, collaborations, and funding. One possible approach is to use bibliometric analysis, which is a quantitative approach to analyze the characteristics of publications, authors, and citations within a particular field. Bibliometric analysis can help you identify the most productive researchers, the most impactful publications, and the patterns of collaborations and funding within your field of interest.
There are several tools and databases that you can use for bibliometric analysis, such as Web of Science, Scopus, and Google Scholar. These tools can provide a range of metrics and indicators, such as citation counts, h-index, and collaboration networks, that can help evaluate the academic profiles of researchers.
It's also important to note that bibliometric analysis has some limitations, such as potential biases in the selection of databases and metrics. Therefore, it's important to carefully consider the research question and the data available before conducting bibliometric analysis.
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I am writing to invite you to submit a chapter to an edited monograph, titled The End is Nigh: Climate Anxiety in the Classroom, that explores the multiple ways in which climate anxiety permeate and serve to disrupt students’ and teachers’ mental health within kindergarten to grade 12 classrooms.
The monograph book is a contemporary examination of the state of climate anxiety within the field of education. Climate change is one of the most pressing issues of our time. While some continue to deny its existence and question human’s contributions to its effects, climate change is an undeniable fact (e.g., IPCC, 2018; IPCC, 2022). Media addresses climate change by describing it using doomsday language such as catastrophic, urgent, irreversible, and devastating. Popular climate change advocate Greta Thunberg (2019) reinforces the fear by stating, "I don’t want you to be hopeful. I want you to panic. I want you to feel the fear I feel every day. And then I want you to act. I want you to act as you would in a crisis. I want you to act as if our house is on fire. Because it is." (para. 20)
With extensive exposure to the negative impact climate change can have on individuals, their family, community, and the world, it is not surprising that individuals are experiencing climate anxiety (Albrecht, 2011; Clayton, 2020; Maran & Begotti, 2021; Ojala, 2015; Reyes et al., 2021, Weintrobe, 2019). The impact of climate change on mental health is not limited to those who have lived through a natural disaster associated with climate change (Howard-Jones et al., 2021). Within schools, classroom discussions and analysis of the effects of climate on one’s country and across the global may affect students’ and teachers’ mental health in the form of climate anxiety (Helm et al., 2018; Maran & Begotti, 2021). As schools play a key role in the educating students about climate change it is essential that we understand the presence of climate anxiety within our classrooms and its impact on teachers and their students.
As such, this book will offer a global dialogue, critically scrutinizing academic and practical approaches to address the universal challenges associated with climate anxiety within elementary, middle, and high schools. Authors from a variety of nations, will illustrate that climate anxiety is a world-wide phenomenon, that is often neglected from climate change dialog.
Within our call for chapters, we invite contributions that explore the following three themes:
Theme 1: Climate Anxiety within Schools
• Theoretical foundations of climate change education and anxiety
• Intersectionality of culture and climate anxiety within the classroom
• Theoretical foundations of climate change education and anxiety
•  Principles of sustainable education, mental health, and climate anxiety
•  Pedagogical perspectives of anxiety, sustainable education, and climate change education
Theme 2: The Impact of Climate Anxiety on Students and Teachers
•  Evaluation of student and teacher experiences related to climate anxiety.
•  Exploration of the psychological manifestation of climate anxiety in students and teachers.
•  Critical examination of how climate anxiety impacts students’ learning and development.
•  Description of how climate anxiety occurs within the classroom.
•  Critical examination of how curriculum generates climate anxiety.
•  Critical examination of the impact of climate anxiety on teaching praxis
Theme 3: Addressing Climate Anxiety
•  Description of innovative and creative approaches to address climate anxiety in school settings.
•  Description of pedagogical strategies to address students’ climate anxiety.
•  Exploration of how climate anxiety should be addressed within schools.
•  Rebuilding a cohesive learning environment after climate change induced disasters.
•  Lessons learned from the challenges and successes of combating climate anxiety.
•  Examining the need of policy and administrative support for addressing climate anxiety.
The editors are interested in a range of submissions and encourage proposals from a variety of practitioners within the field of education including, academics, educators, administrators, and graduate students. Submissions should include theoretical stances and practical applications.
Audience:
The book will be useful in both academic and professional circles. The intended audience for this book includes school administrators, educators, and advocates of climate change and reform, all of whom may find this book to be a useful teaching resource. In addition, the book can be used in a variety of courses graduate and undergraduate courses, including, but not limited to: educational psychology, curriculum development, current issues in education, methods and pedagogy, international education, and education law.
Proposals:
All submissions must be written in English.
Please submit as a PDF file for compatibility.
Prospective contributors should submit a 1000-word overview (excluding abstract) of their proposed chapter, including:
• Title
• Abstract – 250 words
• Contact information including name(s), institutional affiliation(s); email and phone number.
• A description of the chapter’s central argument that includes how your chapter addresses one of the central themes of the book.
•  A clear explanation of the research underpinning any assertions, as well as the main argument, purpose and outcomes presented in the chapter.
•  Where chapters will draw on specific research projects, we’d expect some detail in relation to the type of research, period, data set and size, and of course, the findings.
•  3-5 key words/phrases.
Font: Times New Roman size 12 font, double-spaced.
Please adhere to APA, 7th edition formatting standards.
Contributors will be sent chapter format and guidelines upon acceptance. Full manuscripts will be sent out for blind peer review.
Final Chapters:
Final papers should be approximately 7000 words, not including references.
Review Process:
Each author will be asked to review one chapter from the book and provide feedback to the author(s) and editors.
Important dates
Submission of title, abstract, and author(s) to editors - June 1, 2023
Notification of acceptance to authors - Sept 1, 2023
Submission of full manuscript to editors - January 8, 2024
Feedback from editors to authors - March 1, 2024
Submission of revised manuscripts to editors - May 1, 2024
Please send your submissions to: juliec@nipissingu.ca
Please feel free to contact the editors directly with any questions/queries:
Dr. Julie K. Corkett juliec@nipissingu.ca
Dr. Wafaa Abdelaal w.abdelaal@squ.edu.om
References:
Albrecht, G. (2011). Chronic environmental change: Emerging ‘psychoterratic’ syndromes. Climate Change and Human Well-being. New York. Springer. pp 43-56.
Clayton, S. & Karazsia, B. (2020). Development and validation of a measure of climate anxiety. Journal of Environmental Psychology, 69, 101434. https://doi.org/10.1016/j.jenvp.2020.101434
Helm, S.V., Pollitt, A., Barnett, M.A., Curran, M.A., & Craig, Z.R. (2018). Differentiating environmental concern in the context of psychological adaption to climate change. Global Environmental Change, 48, 158–167. https://doi.org/10.1016/j.gloenvcha.2017.11.012
IPCC (2018). Annex I: Glossary In Masson-Delmotte, V., P. Zhai, H.-O. Pörtner, D. Roberts, J. Skea, P.R. Shukla, A. Pirani, W. Moufouma-Okia, C. Péan, R. Pidcock, S. Connors, J.B.R. Matthews, Y. Chen, X. Zhou, M.I. Gomis, E. Lonnoy, T. Maycock, M. Tignor, and T. Waterfield (eds.) Global Warming of 1.5°C. An IPCC Special Report on the impacts of global warming of 1.5°C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty. In Press https://www.ipcc.ch/sr15/chapter/glossary/
IPCC. (2022). Climate Change 2022 Impacts, Adaptation and Vulnerability: Summary for Policymakers. Working Group II contribution to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. [H.-O. Pörtner, D.C. Roberts, M. Tignor, E.S. Poloczanska, K. Mintenbeck, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem, B. Rama (eds.)]. Cambridge University Press. https://www.ipcc.ch/report/ar6/wg2/downloads/report/IPCC_AR6_WGII_FinalDraft_FullReport.pdf
Maran, D. A. & Begotti, T. (2021). Media exposure to climate change, anxiety and efficacy beliefs in a sample of Italian university students. International Journal of Environmental Research and Public Health, 18, 1-11. https://doi.org/10.3390/ijerph1879358
Ojala, M. (2015). Hope in the face of climate change: associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation. The Journal of Environmental Education, 46(3), 133-148. https://doi.org/10.1080/00958964.2015.1021662
Reyes, M. E. S., Carmen, B. P. B., Luminarias, M. E. P., Mangulabnan, S. A. N. B., Ogunbode, C. A. (2021). An investigation into the relationship between climate anxiety and mental health among Gen Z Filipinos. Current Psychology. 1-9. https://doi.org/10.1007/s12144-021-02099-3
Thunberg, G. (2019, January 25). 'Our house is on fire': Greta Thunberg, 16, urges leaders to act on climate. ​The Guardian.​ ​https://www.theguardian.com/environment /2019/jan/25/our-house-is-on-fire-greta-thunberg16-urges-leaders-to-act-on-climate
Weintrobe, S. (2012). The difficult problem of anxiety in thinking about climate change. In S. Weintrobe (Ed.). Engaging with Climate Change: Psychoanalytic and Interdisciplinary Perspectives (pp 33-47). Routledge.
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Hi Professor,
Is it still acceptable to submit the chapter proposal?
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my question is under game workshop
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Are you using a particular model such as the Kirkpatrick four-level model for program evaluation? I would like to engage your question, but need a reference point for specific discussion on evaluation and program success.
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I am a graduate student, and my class is currently looking at the differences (and similarities) between research and evaluation. We are also currently looking at the work of Mertens’ Research and Evaluation in Education and Psychology (2020) when examining four educational research paradigms (I’ve attached a picture from that book that shows labels commonly associated with different paradigms as a quick descriptor).
I am wondering: What do you believe to be the differences and/or similarities of research and evaluation? Which of the four educational research paradigms (Postpositivism; Constructivism; Transformative; Pragmatic) do you most align with?
Thank you in advance for sharing your thoughts!
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Your question has been asked a million times. Here are three brief thoughts.
1. Colloquially (and often pragmatically), research and evaluation mean the same thing. In a technical sense, there is a difference. All evaluations are research, but not all research is evaluation.
2. Evaluation means to judge or to assign a value. Most likely one ranks practices and programs. In contrast, research without evaluation can be non-judgmental and descriptive, causal, etc. One's research aims dictate the purpose; one would no more evaluate one's religious belief as correct/incorrect than one hired to evaluate an educational intervention would purely describe it without a judgment of worth.
3. One's purpose influences one's paradigm, but don't get hung up on the indefensible idea one is connected with a solo paradigm throughout a study. I like the marriage of pragmatism plus critical realism (think Joseph Maxwell). We act with what tools we have, though we should be optimal versus satisficing. Critical realism fits qualitative research and cuts across most paradigms; we investigate a sample because each has a story to tell, informed by a perspective. Still, everything isn't reduced to unknowable and completely individuated.
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Greetings,
I am currently a graduate student taking Introduction to Research and Evaluation in Education. I've been tasked with posing the question of, "How does one define Research vs Evaluation?"
When I was a special education teacher, I completed many evaluations of student abilities both academically and cognitively and I see evaluation as a means to determine a path for a student's education.
Research on the other hand, entails posing a question and then determining possible answers while searching scholarly posts and journals.
Please comment on my question at your earliest convenience.
Mertens, D. M. (2020). Research and Evaluation in Education and Psychology (5th ed.). Sage Publications.
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Thank you. I appreciate your insight.
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Hello. I am currently a student at Arizona State University in the Mary Lou Fulton College of Education as a graduate student. We have been tasked to define research and evaluation and explore the differences and similarities between them. The text we are using is Research and Evaluation in Education and Psychology by Donna Mertens (2020) which gives different models and paradigms for these two subjects. From my understanding of the text, research is exploration of topics and developing theories about that topic. Evaluation is the methodology to ensure you are properly investigating, documenting, and enhancing the world around you. I am interested in other people's viewpoints and would like to hear what you think.
Thank you.
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Research and evaluation serve slightly different purposes. Research is the process of investigating a topic in order to gain new insights or discover new knowledge. This may involve collecting and analyzing data through various methods, such as qualitative interviews or quantitative surveys. The focus of research is often on generating new ideas or theories.
In contrast, evaluation is the process of determining the value or quality of a program, policy, or intervention. Evaluation may involve assessing the effectiveness of a program in achieving its objectives, identifying areas for improvement, or determining whether the program is worth continuing or funding. The focus of evaluation is often on making decisions about the future of a program or policy.
While there is some overlap between research and evaluation, evaluation tends to be more focused on decision-making and program improvement, whereas research is more focused on generating new knowledge or theories. However, both research and evaluation are important for improving our understanding of the world and for making informed decisions about policies and programs.
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I have developed a new technique. Although I have performed multiple experiments and obtained various "meaningful" results, I am unsure about how to evaluate the technique's performance and ensure the confidence of the obtained results since there are no other techniques available for comparison. What are the best practices for evaluating and validating a new technique in the absence of a benchmark tool or dataset?
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I would argue you can always compare to some state-of-the-art techniques. Then you can build up the comparison as "To evaluate our technique, we compare it to <state-of-the-art technique>. Although <state-of-the-art technique> works inherently different than our technique, comparing results enables us to evaluate how we measure up to state-of-the-art."
In the discussion part you can then discuss the results of your technique and how it relates to state-of-the-art. Is your performance better? Do you make a better trade-off between criteria? Are you approximately as good as state-of-the-art but easier to apply? etc.
As long as you explain why you set up a certain comparison and why you select specific state-of-the-art techniques, the evaluation has value.
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Compare and contrast the different methods for assessing soil compaction, such as bulk density measurements, penetrometer tests, and visual assessments. Evaluate the strengths and limitations of each method, and their suitability for different soil types and land uses.
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Find the doc attached
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Hello there! I proposed in my phd mechanisms to support the Metaverse development focused on education of software engineering (coding, modeling, project management etc.). If you're an XR developer, researcher or professor/teacher that uses XR technologies for education, I would be very grateful if you contribute with my research. Evaluation link: https://forms.gle/871TyJapysdfKdmTA
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I have an avatar based virtual world where you can code, terraform and build.
An equivalent platform to Second Life.
Having server access means total control.
Welcome to have look if you want too. It is a good platform for bringing people in as avatars and education
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How do we evaluate the opportunity in a business? Is there any model specific to this issue? Request input pl.
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Hi,
We have few AI (Artificial Intelligence) solutions for different problems in public health. Few of the problems are binary in nature, while the rest is continuous. We need help in calculating sample size for measuring the accuracy of the AI (to reliably predict the problem).
For example, we developed an AI solution to estimate weight of a baby. We expect the AI to predict the weight reliably in 90% of babies - error to be less than 10% of actual weight by gold standard equipment. I can calculate sample size in two ways, I think:
  1. Assuming that variable of interest is binary - reliability of the AI prediction (yes/no)
  2. Assuming that variable of interest is continuous - actual error of AI prediction (grams - or %)
What should we choose? In the second option, which SD should we choose for ss calculation?
Thanks for reading and suggesting in advance.
PS - both the methods are applied on same study participant.
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Dear sir,
Download the Aidos-x system for free from the site http://lc.kubagro.ru/aidos/_Aidos-X.htm . It is an excellent intelligent system for diagnosing and classifying human diseases.
Methods for using the system Aidos-x for diagnosing human diseases are disclosed in lectures with sound "Using automated system-cognitive analysis for the classification of human organ tumors", "Intelligent system for diagnosing early stages of chronic kidney disease", which can be downloaded right now from the website https://www.patreon.com/user?u=87599532 After subscribing to this site, you will receive databases for medical research to identify those diseases that you will read about in lectures. The acquired skills in working in the system Aidos-x will allow you to apply for grants to perform scientific research in medicine.
Sincerely, Vladimir Ryabtsev, Doctor of Technical Sciences, Professor of Information Technology
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Does anyone know how to access to the software "Similarity Evaluation System for Chromatographic Fingerprint of Traditional Chinese Medicine (Version 2004A) " ?
Otherwise, which other software can I use to analyze HPLC-UV fingerprint similarities ? We are using an UHPLC thermofisher system with Chromeleon.
Thanks.
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Jean-Baptiste Coffin thanks for the answer but I can't access the website ...
I've read a lot of papers mentionning this software, it seems very complete and I can't find the equivalent ...
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I have submitted my paper to the SSCI journal, the status "Evaluating Reviews" goes beyond 20 days, what does it mean?
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I agree with the interpretation by Marina Bazhutina about what this means - that the editor is considering the reviews which have been sent back. At this stage, you can only wait. Considering it is 20 days, this is a lot less than what some other people have said on RG!!
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Hello, I am a graduate student at Arizona State University with the Mary Lou Fulton Teachers College, I am pursuing a M.Ed in Learning Design and Technology, I am currently enrolled in Intro to Research and Evaluation in Education. After completing this weeks reading and formulating a definition of both research and evaluation, and comparing the two, I have a question to pose.
How can empirical data best be used in research and more importantly how can subject and data benefits evaluations, to help measure worth? Is evaluation as cut-and-dried as it seems or is there room for subjectivity?
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I'm glad to see comments questioning the distinction between empirical and subjective data. In my view, all data are empirical. And quantitative data are not as "objective" as we are often lead to believe. In fact, quantitative data are also prone to interpretation based theoretical frameworks, designs and methods which often reflect researchers' subjective views about the nature of "reality," and how we access it.
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I have been reading about the SSI scale (Gadzella, 1991) and saw a revised version available (Gadzella, 2012). However, I am unable to find the scale containing 53 items. Does anyone know how to obtain the inventory?
Gadzella, B. M., Baloglu, M., Masten, W. G., & Wang, Q. (2012). Evaluation of the student life-stress inventory-revised. Journal of Instructional Psychology, 39(2).
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I think the following paper will help you out:
Stress and depression in undergraduate students during the COVID-19 pandemic: Nursing students compared to undergraduate students in non-nursing majors
LMB Thomas - Journal of Professional Nursing, 2022 - Elsevier
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I do not want to analyze the text inside the book I just want to explore the existence of the main components.
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Can you look for themes? Sure. Thematic analysis can be used. Obviously your data can be "thin," but a well structured sample can improve validity and reliability. Often we think there's only Braun and Clarke, but Muir and Fereday provide a competing perspective. Boyatzis also used thematic analysis with documents. Here my recommendation: Be pragmatic. Thematic analysis is adaptable to most any situation. (Note Muir/Friday used thematic analysis with documents as well as Boyatzis.)
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International journal of qualitative methods, 5(1), 80-92.
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To date, there have been two Redlists on fishes published in Bangladesh by IUCN, in 2000 and 2015. Both are focused mainly on inland fishes. Is there any work on marine fishes of Bangladesh? We had a publication, where we listed the threatened marine fishes of Bangladesh based on the global evaluation by the IUCN.
Hossain, M.A.R. and Hoq, M.E. 2018. Threatened Fishes and other aquatic animals of Bay of Bengal. FAN – Fisheries & Aquaculture News 5: 37-39.
I am looking for other works, publications and reports in this regard.
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Sorry, I was hoping to help you
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I started reading the textbook, Research and Evaluation in Education and Psychology this week. In Chapter 2: Evaluation; Mertens (2020) asserts that evaluation and research share similarities, however the differences between the two types of systematic inquiry are clearly distinguishable. (p. 86) After learning more about research and evaluation I have come to the conclusion that the two practices do not overlap as much as you may think they do.
Research and evaluation have different goals:
  • Research is a system used for knowing or understanding
  • Evaluation is a system used for discovering merit, worth, or quality
Research and evaluation have different processes:
  • Research is made up of 8 main steps; identify world view, establish focus, literature review, identify design, identify data sources, collection methods, analysis and future dirction
  • Evaluation is made up of 3 main steps; focusing the evaluation, planning the evaluation and implementing the evaluation
Research and evaluation use different terminology:
  • The jargon used in research is similar to terminology you might be familiar with from science courses and experiments; variables, control groups, sample, subject
  • The jargon used in evaluation is more similar to terms that you might be familiar with from business or management courses; merit, worth, monitoring, assessment, internal evaluators, stakeholders.
Taking into consideration stark differences between the goals, processes and terminology used in research vs. evaluation, I would argue that these two practices are not intertwined with one another. That is not to say that they can never be used together, rather that they can be used independently and with separate goals in mind.
I would love to hear some different perspectives on research vs. evaluation and how you may be applying them in your own work.
References:
Mertens, D. M. (2020). In Research and Evaluation in Education and Psychology: Integrating diversity with quantitative, qualitative, and mixed methods. 5th ed. SAGE
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I would treat evaluation as a specific kind of research, better known as "Evaluation Research." In particular, I think Evaluation Research is distinguished by its goals and its research questions, rather than anything about its methods.
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In the ScholareOne system, after the peer-review is completed, the status changes to "Evaluating Recommendation". How long does this status typically takes before hearing back from the journal editor?
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I agree with the comment by Avishag Gordon that it should not take long and the suggestion by Faraed Salman that it may be "a few weeks" already seems long to me. My experience is that it is faster, perhaps 1-2 weeks and I have noticed that some journals (and those editors) are quite fast and some are less fast.
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Evaluation metrics needed
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Dear Patruni Muralidhara Rao . The best research is the one which helps the community more than other researches in all directions.
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I am looking for a study that dealt with the differences between institutions in student evaluation of the faculty. What I am interested in knowing is whether there is a difference between students from prestigious institutions and ordinary universities and colleges, one can perhaps assume that in private and competitive institutions the students will be critical and demanding. But I can't find any evidence or even a comparative study on the subject, I've been searching Google Scholar for a few days now
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Visit also the following useful RG link:
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English language centers in the non English speaking world assess the English of their teachers and professors by using tests that are appropriate for U.S., Canadian, British, Australian environments. These specific contexts at times do not match the academic needs of language centers outside the U.S. or Great Britain for instance
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I think that the best of these tests is the IELTS test because of the test's ability to distinguish between the language proficiency of the testers
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Evaluation for epistemological and ontological differences between different research methodologies and
Evaluate the strength and weakness of variety of business and management research methods
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To study this topic, I think that the comparative research method is useful in these topics
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I have created and validated a Campus Climate Identity Survey, as part of my doctoral work at NYU dealing with my home institution and am now looking for collaborators. The survey is validated with the pilot and really designed as a way to get comprehensive data in all the schools in academic health science centers not just the medical school component. Are you looking to gain a comprehensive view of the plight of your staff, students, and faculty at an academic health science center, then I'd love to chat with you.
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thanks for the great information. where does it take place?
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Evaluation metrics in fuzzy systems.
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Any type of error metrics such as MSE, IAE, ISE, ITAE, MAE etc
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I am on a state oral health department fellowship, and I am severely frustrated with picking an evaluation project. It has been months of literature research, brainstorming, planning, and talking with stakeholders. The topic I want to do is the Sugar Sweeten Beverage invention guide (similar to tobacco cessation 5A's) at the state level. However, I cannot formulate a question, target audience, and data to back up the evaluation. Has anyone done any state evaluation intervention method? Or any pointers? Thanks.
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Clare Mendioro it is important to identify the state of the program (e.g., early stages, well-established, etc.) so that you can propose the proper evaluation form (e.g., implementation study, outcomes-based, impact, etc.). Once those have been established, then you can frame your evaluation questions based on what others who have completed that evaluation form have asked. From the evaluation questions will emerge the necessary target audience and data you will need.
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Hello,
I am a grad student at Arizona State University earning my degree in Learning & Curriculum in Gifted Education. I am enrolled in Introduction to Research and Evaluation. The major assignment in this course is to write a Research Proposal with Literature Review. We are currently discussing the differences in Research and Evaluation.
As a 5th grade teacher, I believe that research is a process to gain knowledge and information, whereas evaluation assesses the success of a program, organization, etc.
What is your educational role, and how do you differentiate between Research and Evaluation?
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I see no practical difference. However, evaluation typically identifies a single causal path from treatment to effect. Tools like random assignment, instrumental variables, regression discontinuity, and difference-in-differences are especially useful. “Research” may do the same, but often it takes a broader perspective where causal paths are entangled. Good research is often exploratory, but good evaluation always attempts to establish causality.
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I am a graduate student at Arizona State University taking a course in research and evaluation in education. In our class, we are comparing and contrasting research and evaluation. After having read our text, (Mertens, 2020) Research and Evaluation in Education and Psychology, the author discusses the differences and parallels between the two. I had previously considered the two as interchangeable terms, or at least going hand-in-hand, however now there are evident distinctions that I can identify. The two do have overlap, but to me, research seems to be more of a process of uncovering and collecting new information in order to determine the "why" of a problem, scenario, or phenomenon. Evaluation, on the other hand, presents to me as a thorough process through which already available information is compiled to identify the "how well" or worth/value of an existing program or practice.
I am curious as to others' opinions on this topic. Do research and evaluation overlap, or are they singular and distinct? How are they used together? Must they be?
We are also discussing four paradigms that frame research and evaluation. Mertens (2020) describes them as post-positivism, constructivism, transformative and pragmatic. Do you feel that one paradigm would be more useful than another in carrying out research dealing with the efficacy of teachers of gifted populations based on their understanding of those students?
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Dear Ms. Hunt!
You raised a very important issue to consider. May I argue that research is a "collective platform" for working with science while evaluation (measuring) is a toolset to advance science and education. I searched for resources to support my claim:
1) Valle, N., Brishke, J., Shenkman, E. et al. Design, Development and Evaluation of the Citizen Science Cancer Curriculum (CSCC): a Design and Development Case Study. TechTrends (2022). https://doi.org/10.1007/s11528-022-00737-6, Open access:
2) Blankenberger, B., Gehlhausen Anderson, S. & Lichtenberger, E. Improving Institutional Evaluation Methods: Comparing Three Evaluations Using PSM, Exact and Coarsened Exact Matching. Res High Educ 62, 1248–1275 (2021). https://doi.org/10.1007/s11162-021-09632-0, Open access:
3) Álex Escolà-Gascón, Josep Gallifa, How to measure soft skills in the educational context: psychometric properties of the SKILLS-in-ONE questionnaire, Studies in Educational Evaluation, Volume 74, 2022, https://doi.org/10.1016/j.stueduc.2022.101155. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0191491X22000323
4) Daraio, C., Vaccari, A. How should evaluation be? Is a good evaluation of research also just? Towards the implementation of good evaluation. Scientometrics (2022). https://doi.org/10.1007/s11192-022-04329-2, Open access:
Yours sincerely, Bulcsu Szekely
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Hello everyone!
I am a graduate student at Arizona State University and we are focusing on the difference between research and evaluation. I teach Kindergarten and am working toward my Literacy Education graduate degree. In my opinion, research focuses on gaining new knowledge about a topic or purpose, while evaluation focuses on the program or purpose already used and then asking questions about it to understand its effectiveness. In your opinion, what is the major difference between research and evaluation?
As a classroom teacher, how do you think this be utilized or defined in a classroom, especially at the primary level?
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The research is based on evaluating the reality and then making proposals for its development, as well as the evaluation, based on the results of evaluating the actual performance, and then suggesting procedures for development. Both are used as tools in evaluation.
There is an essential difference between scientific research and evaluation: it is that scientific research is carried out according to the steps of scientific research: it begins with defining the problem, and ends with providing better solutions to it, according to a scientific methodology.
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As part of my fellowship, I want to evaluate the oral health surveillance system as part of my fellowship. I already read CDC's guidelines for evaluating surveillance systems, but I am still confused about how to assess one. Does anyone have examples of work or reviews done for this type of evaluation?
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Dear Mendiore
CDC guideline have 9 component of evaluation. Some.of these are quantitative like Sensitivity, PPV and data Quality. So these are easily calculated. However some of the indicator are qualitative. Which are to be ascertained through interview of related stake holders.
We have used CDC guideline these are easy and friendly to use. I will share you my evaluation report which have all these CDC guideline indicators of evaluation of public health programs.
Please mail me on drsandeepguriro@gmail.com
Thanks
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I need to statistically analyse the speed-accuracy trade-off for a reaction time task.
The design of my study is: 2*2*3 (group, task difficulty, valence condition)
I want to check whether there is a speed-accuracy trade-off between the two groups under low and high task difficulty. I came across this paper but the statistical analysis given here is quite confusing to me.
Could someone tell me the stepwise process in SPSS?
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I do not recommend the approach used in the linked study. Truth be told, I cannot figure out why the authors used the statistical procedures they did, and I'm not convinced the results support the claims they're trying to make.
I suggest keeping things simple. Do two separate analyses - one with the reaction time data - and one for participant accuracy. In SPSS, you could conduct a multiple regression for the RT data. You could then conduct a binomial logistic regression for the accuracy data, coding responses as 0 = error, 1 = correct.
I presume the task difficulty manipulation is intended to create variability in participant accuracy. If participants are using a speed-accuracy trade-off strategy, you should observe the following pattern across the two tests: as accuracy decreases, response time also decreases and vice versa.
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What is the best and simplest tool (other than Excel) for making comparison charts such as line charts for algorithms comparison and evaluation purposes?
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It depends on which operating system you use on your desktop. Some suggestions I have for you are:
1 - Graph
2 - Graphmatics
3 - R Studio
This software are for building line graphs, hope I helped.
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Dear colleagues,
I’m conducting a study that is intended to identify determinants of evaluation use in evaluation systems embedded in public and non-profit sectors. I’m planning to conduct a survey on a representative sample of organizations that systematically evaluate the effects of their programs and other actions in Austria, Denmark, Ireland and the Netherlands. And here comes my request: can anyone of you, familiar with evaluation practice in these countries, suggest what types of organizations I should include in my sample? Are there any country-specific organizations active in the evaluation field that I should not omit?
It is obvious to me that in all these countries evaluation is present in central and local government (ministries, municipalities, etc.) as well as institutions funding research or development agencies, but I also suspect that there might be some country-specific, less obvious types of organisations which are important “evaluation players”.
Thanks for any hints.
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Austria is conducting such an evalutation through the AUVA. You can contact, and use my name :
DI Georg Effenberger
Austrian Workers’ Compensation Board
Head of Prevention Department
Vienna, Austria
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Through multiple empirical studies, I have collected user needs for an ICT intervention. During this study, I intend to design a prototype and then evaluate the prototype to check whether user needs are captured in the proposed design.
What is the most suitable approach? Quantitative, Qualitative or mixed?
Are we evaluating the features of the prototype or evaluate the user requirements?
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Hello Manoja Weerasekara , even though think-aloud protocol is considered by some authors as a widely used method for usability testing of software, interfaces, websites, and (instructional) documents. It is possible to perceive the satisfaction of users by his/her expression, frustrations, frictions and comments. An interview or Likert scale could be added after the Think-aloud procedure, focused on user's satisfaction with the experience.
The basic principle of this method (Think-aloud protocol) is that potential users are asked to complete a set of tasks with the artefact tested, and to constantly verbalize their thoughts while working on the tasks.
From all possibilities of prototype testing, the Think-aloud Protocol is the most
suitable choice to help observe usability and interaction problems from users’ point of view. According to Villanueva [4], the technique consists of a researcher observing 1–4 users doing specific tasks within a controlled environment. The user’s actions and thoughts are to be described verbally aloud by him/herself on real time. The researcher records the user actions by written notifications, video or voice recorder.
The participants are to perform a simulation of tasks using the prototype. The Think-aloud Protocol has to be executed individually and the steps of the task to be closely observed with participants verbalizing actions, thoughts and confusion: do users understand what is the app? Do users cognitively understand icons and actions to take? What is the visual perception of users regarding colors, types, size, icons and visual impact? Is the process an easy and smooth experience? How do users explore the options?
Nevertheless, I've been feeling that for remote research, cooperative evaluation can be more useful e easier to execute.
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propolis (Bee Glue) and Evaluate Its Antioxidant Activity
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Propolis can interact with ACE2 and TMPRSS2, potentially blocking or reducing SARS-CoV-2 invasion of the host cell. Propolis has also shown promise as an aid in the treatment of various comorbidities that are particularly dangerous in COVID-19 patients, including respiratory diseases, hypertension, diabetes, and cancer.
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I am now working with the project of "Evaluate the Impact of the Implementation of GDPR on the Role of the European Court". Before conceptulizing it for the discussion, I need to collect some data and have some ideas of the discussion for it. Do you have any articles or reasearches recommended about this topic?
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If you search on the European court website, what are you looking for?
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Dear colleagues, dear participatory-action research practitioners,
I would like to open the discussion on the criteria for evaluating participatory research (whether it is action-research, participatory action research, CBPR, etc.).
How do you evaluate participatory research projects that are submitted for research grants and/or publications (papers) ? Do you apply the same criteria as when you evaluate non-participatory research projects? Or have you developed ways to evaluate non-scientific dimensions such as the impact of this research on communities, the quality of connections between co-researchers? And if so, how do you proceed ?
Thank you in advance for sharing your experiences and thoughts.
Pour les collègues francophones, n'hésitez pas à répondre en français ! Quels sont les critères que vous utilisez pour évaluer des projets de recherche participative ? Utilisez-vous les critères d'évaluation scientifique que vous appliquez aux autres types de recherche ou est-ce que vous avez des critères spécifiques et si oui, lesquels ?
Baptiste GODRIE, Quebec-based social science researcher & participatory action research practitioner
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the Health Research Board in Ireland has adopted the following approach to its evaluation of grant applications
...Until recently, public reviews have been used solely to provide direct feedback to applicant teams so they could take that feedback on board, and thereby gain experience of incorporating Public and Patient Involvement (PPI) into their research proposals.
From now on, integrating the public reviews into panel decision making will be the norm for calls which undergo public review, and this step is in line with our published plans to strengthen PPI input into HRB decision-making processes.
In addition to feedback on the scientific aspects from the international peer-reviewers, the HRB receives written feedback on the quality of Patient and Public Involvement (PPI) from two public reviewers for each application ahead of the panel meeting.
All of the reviewers’ comments (both public and scientific) are passed on to the applicants, who have the opportunity to respond. The reviews and the related applicant responses are made available to the panel before they meet....
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Hello my fellow Scientists!
I'm a psychology student (Bachelor's 4th year) and I'm writing my final thesis on problematic gaming (gaming disorder) among students and it's correlation between attachment style (Bowlby theory). I was hoping to find fellow scientists who could help me by sharing (or directing me to) a questionnaire about problematic gaming and attachment style (anxious/avoidant/secure) evaluation scales.
Also how can I get in contact with the right people who have such information?
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Hello. There are a number of available scales to measure problematic gaming. I recently published a scoping review which includes a Table (Table 3) that has an overview of different scales that have been used to measure gaming disorder. These include the Game Addiction Scale, the Pathological Gaming Scale and the Internet Gaming Disorder Scale.
For attachment style, the measures will depend on the age of the people you are looking at. If this is among adults, there are a few self-report scales available including the Relationship Structures (ECR-RS) Questionnaire.
There have been a number of research articles published on the topic you want to look at. I would encourage you to go on PubMed or Google Scholar and type in "gaming disorder" and "attachment style" as keywords to get access to this literature. You can look at the measures used in these studies and decide whether you want to use the same measures or different ones.
Good luck!
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What is the Impact of drip irrigation on water use and crop production? What percent of water does drip irrigation save compared to flood irrigation? By what amount does drip irrigation increase the crop production compared to flood irrigation?
Can you please also share any relevant publication?
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Tomchilatib sug'orish orqali suv tuproqning qaysi qatlamigacha yetib boradi?
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Does anyone have any idea how to evaluate a supper capacitor with a 10Watt solar PV system?
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In order to create new procedure for performance evaluation studies, i need an ECCLS document which named "Guidelines for the Evaluation of Diagnostic Kits: Part 2: General Principles and Outline Procedures for the Evaluation of Kits for Qualitative Tests 1990, no. 1". Unfortunatelly, i could not find the document. If anyone have it, please share me. For your interest, many thanks.
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Dear Kübra Avci , you seem to be right that this paper and the entire ECCLS vanished into thin air...
I however found this listing of papers where the ECCLS was co-author/editor here on RG:
On the top-right you are being pointed to a Mr. Horobin who appearently was involved with the ECCLS at some time and has quite an active profile here on RG - maybe it could proof fruitful for you to contact him and ask who was in charge of archiving the ECCLS documents.
Good luck!
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Evaluation tool in a qualitative research in promoting values educ using different episodes
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Dear colleagues
I have a query regarding the most appropriate experimental design and statistical analysis for a research project. The project study area is located in a high altitude lagoon (Los Andes, Peru). The study subject is an endangered frog species (the Lake Junín frog).
The research question is: What is the impact of heavy metals, eutrophication and water level variation on the abundance and biomass of the Telmatobius macrostomus and T. Brachydactylu population?
After many field visits and literature research we've found out the 3 main environmental pressures on the frog population: (i) heavy metals from mining activities, (ii) eutrophication produced by untreated urban sewage discharge and (iii) water level variation to assure enough water for hydropower downstream. We have monitoring data (from secondary sources) on heavy metal concentration and some eutrophication indicators (N, P, DBO). For now we only have the resources to collect field data on water level variation, and the frog's biomass and abundance.
Currently we don't have resources to collect more data on heavy metal pollution or nutrient content in the water. Therefore, with the available data, we want to have some idea on what are the most relevant environmental pressures to:
- Know where to allocate more resources on monitoring and
- Evaluate some remediation techniques to improve the frog's habitat.
Thanks in advance for your comments.
ps. Feel free to contact me if any of you are interested in helping designing the study.
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Dear Dalia, Kindly follow the references, although I think you need more papers for comparing the contamination and pollutions, by the way , you can ask me to send other articles for your discussion part!
Anyway, hope they would be helpful:
1- Distribution and Accumulation of Heavy Metals in Surface Sediment of Lake Junín National Reserve, Peru; Available online:
and it is in research gate !
2- The heavy metal contamination of Lake Junín National Reserve, Peru: An unintended consequence of the juxtaposition of hydroelectricity and mining
3- The History of Mining in Cerro de Pasco and Heavy Metal Deposition in Lake Junin Peru ( it related in 2012 and I attached it)
4- Protected Area Profile Perú Junín National Reserve ( It has been attached)!
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I need to evaluate a pure content-based recommender system for documents extraction (It may also be seen as a search engine) that gets top N results based on a similarity score. I know there are some metrics like HR@k, accuracy@k, NDCG@k, CTR, etc. However, if I understand right, all those metrics require a pre-evaluation from expert coders, rating score for documents (e.g., scale from 1 to 5) or click pattern from users.
This content-based recommender systems have no user (yet) to rate/click on query results, and I can not understand how the expert coders can provide ratings for every document against every possible query.
Are there any means to evaluate such types of content-based recommender systems?
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I am working on EEG classification task. I segmented each hour into 30 seconds windows. I want to calculate FPR/hour. I found this formula ===> FPR/h= fp/[((fp+tn)*30)/60*60] but I didn't understood it and used my formula which is ==> FPR=fp/(fp+tn) then I divide FPR to number of hours
number of hours= ((tn+fp)*30)/60*60 then FPR/h=FPR/number of hours.
I want to be sure that my formula is true and right to use.
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I am working on a binary classification task. I want to calculate the evaluation metrics to calculate sensitivity, FPR and accuracy for each patient. I used the threshold method to calculate the metrics. I took mutliple threshold values (from 0.4 to 0.75 with step 0.05 ) to choose the best threshold. My question is can I use different threshold for each patient??
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NO. The best way to use a single specific threshold for your data analysis. Various thresholds may means that you are using only the bias to accuracy or preferred ones.
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kindly provide me with the link
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Shekhar Koirala I have searched the link you have shared, but I did not find any ground truth file of the evaluation dataset
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1. Role of Monitoring and Evaluating finances in enhancing the performance: Comparing the two and explain their usage?
Monitoring Finances
Evaluating Finances
2. What do you think should be done, procedure, or be used to be followed?
3. Which is the best way or any mentioned above can be used to ensure that monitoring and evaluating finances can help overcome?
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This article will be helpful.............
Emerging Challenges and Roles for Quantity Surveyors in the Construction Industry
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Is it the novelty of the research idea that matters or the impact factor of the journal in which the research article is published while applying for a post-doc position? Impact factors are regularly updated and keeps changing. How the impact factor truly evaluates the quality of a research article?
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The conditions for accepting a Post Doc. fellow varies across universities.
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Evaluation Metrics
RMSE - Root Mean Square Error
RMSLE - Root Mean Squared Log Error
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RMSLE metric only considers the relative error between and the Predicted and the actual value and the scale of the error is not significant. On the other hand, RMSE value Increases in magnitude if the scale of error increases. https://medium.com/analytics-vidhya/root-mean-square-log-error-rmse-vs-rmlse-935c6cc1802a
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- In general, there are types of data that interact with different types of policies, for any thematic involved.
- It is important to identify the types of data that are transversal to the public policy evaluation steps, so that they can be reused several times.
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Ana Maria Arias Castaño Gracias por tu respuesta y tu interés en la pregunta. Ciertamente considero la pregunta que mencionaste sobre el contexto del PP. Hay contextos que son transversales a cualquier política, como considerar el territorio y el componente geográfico de los datos. Esta es una forma de facilitar el acceso a los datos y hacer transparente la formulación, implementación y evaluación del PP. Es un debate interesante. Muchas gracias por su respuesta.
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I am trying to work on how variable characteristics can help to determine variable structure and pattern. I am half way into the work though.
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The 1-PL (Rasch) and 2-PL (Birnbaum) models of Item Response Theory (IRT) both imply that the items are unidimensional (i.e., that they measure a single underlying latent variable). Model misfit would indicate that there is a violation of the unidimensionality implication for either one of these models.
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I am currently working on my master thesis and have faced some problems in designing a survey. The goal is to analyze a transition from ordinary offline retailing towards physical showrooms effectuating fulfillment of products through an online shop. I use as dependent variable customer satisfaction (reaching from 1-10) and as independent variables the following ones: F= fulfillment (1/0) 1=now 0=in 3 days A=assortment (from 10 to 20 units per shop) P=price (from 25 to 25*0,7discount->17,5) Is it possible to design a survey/ experiment in a way to get the needed data for this equation?
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I am also interested to the answers of this topic.
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I would like to start a discussion on which index is more reliable, H-Index or i10-Index. Both are usable, however their ways of calculation are different. There is also G-Index. I am not asking on the differences but on their reliability. Welcome to any comments.
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Good question,but both are so low for me that it does not matter.
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I'm excited to be taking on a secondment role with the University's Student Engagement, Evaluation and Research (STEER) team and am building up my reading list!
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In this paper is presented how to establish a working system for the achievement of scientific results that characterize a university.
The structuring of the research pyramids around the projects of the research groups stands out, integrating science with the graduate and undergraduate processes, with the participation of the students.
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I am training a custom dataset (RarePlane) with DeepLab V3+ using Detectron2 (open source are wroten base on Pytorch).
The custom dataset is fixed with an image size is 512x512. When I trained with 100000 interactions, I got the mIoU values (bellow).
[05/10 06:13:49] d2.evaluation.sem_seg_evaluation INFO: OrderedDict([('sem_seg', {'mIoU': 48.263697089435894, 'fwIoU': 93.17537826963293, 'IoU-a': nan, 'IoU-i': 0.0, 'IoU-r': nan, 'IoU-c': nan, 'IoU-f': nan, 'IoU-t': nan, 'mACC': 50.0, 'pACC': 96.52739417887179, 'ACC-a': nan, 'ACC-i': 0.0, 'ACC-r': nan, 'ACC-c': nan, 'ACC-f': nan, 'ACC-t': nan})]) [05/10 06:13:49] d2.engine.defaults INFO: Evaluation results for custom_dataset_test in csv format: [05/10 06:13:49] d2.evaluation.testing INFO: copypaste: Task: sem_seg [05/10 06:13:49] d2.evaluation.testing INFO: copypaste: mIoU,fwIoU,mACC,pACC [05/10 06:13:49] d2.evaluation.testing INFO: copypaste: 48.2637,93.1754,50.0000,96.5274
I'm looking for a solution to configuring the DeepLab code with detectron2 and how to increase mIoU values.
Thanks.
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ohhhh no idea man sorry
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I am conducting an evaluation of professional development using Guskey's Five Levels of Evaluation. I am trying to decide if it is an incorrect application of his model to use the same evaluation question at level 3 and level 4.
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yes, the questions in each level can be related.
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My simulation is stuck at 'evaluating n1-dvs.cmd.
Does anyone know what causes this? The simulation does not error out, but remains at this point.
i am simulating an AlInN/GaN stack. Anyone willing to review my structure file?
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welocme!
You have to return to the manual of the Sentaurus software to see the cause of the hanging of the execution of the program.
This may be the systematic path to the solution.
May be a method to get rapidly acquainted to program is the study some of its tutorials especially those related to your device.
You will learn in a practical way how do you prepare an input simulation file for your device and how to run the simulation and how do you postprocess the results.
For the manual please look at the link: Sentaurus™ Device User Guide - ResearchGate
Best wishes
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What is the best superimposition software to the comparison of two similar virtual 3D objects?
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I'm working on generative models for medical image synthesis, specifically GANs for CT image synthesis. What are the evaluation metrics best suited for evaluating a proposed model?
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You can consider using the Fréchet inception distance (FID) which is a metric that could assess the quality of synthesized images created by GAN.
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Please help me to prove the code to solve the following problem;
Problem: "Semantic segmentation of humans and vehicles in images".
Following are the given information related to solve this problem;
Experimental study:
 using a learning machine model: SVM, KNN, or another model
 Using a deep learning model :
 either Semi-dl: resNet, VGg, inception (Google net) or others
 full DL site: Yolo, unet, CNN family (CNN, RCNN, faster RCNN), or others
 Evaluation of the two models in the learning phase
 Evaluation of both models with test data
 Exploration & descriptions & analysis of the results obtained (confusion matrix, specificity, accuracy, FNR)
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Thanks to all
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Why Green-Gauss Node Based Gradient Evaluation is preferred over default Green-Gauss cell Based in ANSYS FLUENT?
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You can find the answer is here:
[CFD] Green-Gauss Cell-Based and Node-Based Gradient Schemes - YouTube
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I am looking for advice concerning a (supposedly) known practical issue : article overloads. While doing my PhD I was convinced that everything who went through publication was worth reading and understanding. My opinion as evolved since then for very practical consideration : lack of time to read biblio and absolute necessity to "pre-screen" something before deciding if it's worth reading or not.
Concerning scientific paper, the prescreening can be tricky. Since the format is very standardized as well as the wording (nothings sounds more like a paper than a paper), I often end up reading half a dozen page on a paper, annotates parts, spend time... before deciding I shouldn't spend time on it.
Do you have some "tricks" to share in order to lower that waste of time? While these "tricks" might be completely non-scientific of course, I still would enjoy them
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If you are reading the prior work just for your literature review, you don't have to meticulously read them as if you are reviewing them as a referee. However, if you identify some errors or shortcomings, take a note of them, perhaps you might end up with another paper idea from them. You just have to identify what is different compared to your paper and how your paper is an improvement or a different but important paper looking from another aspect, etc. If it is highly related to your paper, and you need to be very specific to convince the readers that your contribution is significant, then you should read it very carefully. If you need to get a general idea about the area, for a potential research, then you will need to read the most important (highly cited) and early work on that subject very carefully. You also need to read the most recent work, to be up-to-date on the subject. Your reading of the earliest, the most influential and the latest papers on the subject will lead to more papers to read, to guide your literature review and to improve your understanding of the state of the art in the area.
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I want Researchers from Educational Measurement and Evaluation, relating to teaching, learning , academic performance and test validation
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yes, you can do it
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I just completed my doctorate, I live in Massachusetts, and I have 2 years of experience with evaluation in the social sciences. If I were to create an evaluation plan for an organization, how much should I charge per hour of work? My acquaintance has recently started a business and neither of us know how much to charge for evaluation. If possible, please leave a rough numerical range... even if it is just a guess. Thank you so much in advance!
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Dear Alex,
My point was that such a question could not really be answered precisely. Ultimately, it is up to a negotiation between the consultant and the contractor. I have done very little consulting in the health or business world, so I don't really have an answer for you. However, I suggest this for people starting out. That is to ask the contractor is they have a standard range they pay. After one gains some experience, they learn a reasonable range to ask.
Good luck,
Jim McLean
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