Wyniki wyszukiwania - Biblioteka Nauki

1

Vulnerability assessment of structures along river channels in Oyo metropolis, Oyo State, Nigeria

100%

Odedare K. O. , Amusa I. A. , Titus Olusina T. O. , Gbiri I. A.

World Scientific News

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2017

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tom 83

130-149

EN

This study makes use of Remote Sensing and Geographic Information System techniques to assess the vulnerability of structures along river channels in Oyo metropolis. The vulnerable rates were classified into High, Medium and Low using 30m, 45m and 60m buffer distances from the middle of the river channels while network analysis was also carried out to attend to any emergency operation. To achieve this feat, a geospatial database was designed and created with various analyses carried out on the entities extracted from the satellite image of the study area. Such analyses include, buffering to categorize the vulnerable zones into the various classes, network analyst menu of ArcGIS 10.2.2 was employed to find the best route from the Fire Service Station to the point of accident and also an alternative route in case of a barrier or barriers on the best route. This showed that a total of 881 buildings will be affected in any instance of flooding that is within 60m from the middle of the river channels in the study area. 399 buildings fall in high vulnerable zone accounting for 45.29% of the buildings examined for vulnerability in the study area, 245 buildings fall within the moderately vulnerable zone accounting for 27.81% and 237 buildings fall within low vulnerable zone at 26.90%. The best route from the Fire Service Station to the point of accident is gotten to be 2.3 Km while the alternative route is 2.7 Km when a barrier is placed on the best route during rescue mission indicating 0.4 Km difference between the two routes. Maps, tables and a chart were produced for various results.

2

Review of the PE Metrics cognitive assessment tool for fifth grade students

88%

Hodges M. , Lee C. , Lorenz K. A. , Cipriani D.

Biomedical Human Kinetics

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2015

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tom 7

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nr 1

EN

Study aim: this study examined the item difficulty and item discrimination scores for the HRFK PE Metrics cognitive assessment tool for 5th-grade students. Materials and methods: ten elementary physical education teachers volunteered to participate. Based on convenience, participating teachers selected two 5th grade physical education classes. Teachers then gave students (N = 633) a 28-question paper and pencil HRFK exam using PE Metrics Standards 3 and 4. Item difficulty and discrimination analysis and Rasch Modeling were used data to determine underperforming items. Results: analysis suggests that at least three items are problematic. The Rasch Model confirmed this result and identified similar items with high outfit mean square values and low Point Biserial correlation values. Conclusions: teachers are in need of valid and reliable HRFK assessment tools. Without the removal of three items in the PE Metrics HRFK exam for 5th-grade students, complete use of the exam could offer incorrect conclusions.

3

Česká škola = učící se škola ?

88%

Vašťatková J. , Prášilová M.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2007

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tom 17

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nr 1

5-11

EN

The concept of school as a learning organization is widely discussed abroad. The article shows how fear of schools (and their staff) from admitting their possible shortcomings and mistakes in work can hinder from adopting this concept in Czech environment.

4

Assessment of Soil Based Heavy Metals from Anthropogenic Activities in Kaduna Northern Guinea Savanna of Nigeria

88%

Sodimu A. I. , Onwumere G. B. , Yilwa V. M.

World Scientific News

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2019

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tom 125

83-93

EN

Soil based heavy metals resulting from anthropogenic activities in Kaduna Northern Guinea Savanna of Nigeria was assessed. Soil samples were collected at a depth of 15m with a soil auger using 50m × 50m plots laid in each of the four sites (ST1, ST2, ST3 and ST4) replicated three (3) times to make a total of twelve (12) plots. The assessment was done in two (2) seasons (wet season and dry season). Soil based heavy metals were carried out according to AOAC using atomic absorption spectrophotometer. The data collected were analyzed with descriptive statistic as well as Anova using SPSS package. Eleven (11) soil based heavy metals; V, Cr, Mn, Zn, Co, Ni, Cu, Br, Pb, Cd and Fe were revealed in each of the selected sites. There were significant differences (P<0.05) when concentration are compared between seasons within the sites. Higher soil heavy based metals were recorded in the wet season than the dry season in all the sites. The sites behind Kaduna Refinery and Petrochemical Company (KRPC) is significantly higher (P<0.05) in concentration than all other sites while the control (Kamaku National Park) has the least concentration (P<0.05). Pearson correlation showed a significant and positive association between soil based heavy metals and automobile / farming activities in wet season (R = 0.40**) and dry season (R = 0.95**) as well as in industrial / farming activities in wet season (R = 0.88**) and dry season (R = 0.94**) at 0.01 probability level. It is concluded that variation in the assessment of soil based heavy metals in the selected sites are influenced by anthropogenic activities (mainly agriculture and fossil fuel combustion) in the sites. It is recommended that there should be provision for licensing and registration of all major industrial polluters and monitoring their compliance with laid down standard; further research into anthropogenic air pollution and farming activities which leads to increase in soil based heavy metals especially in the Northern Guinea Savanna where there are limited research should be investigated.

5

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

88%

Arndt S. , Tesar M.

Journal of Pedagogy

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2015

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tom 6

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nr 2

71-86

EN

This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.

6

Assessment of Kwara State Social Studies Teachers of the Adequacy of Upper Basic Social Studies Curriculum Content for Sustainable Development in Nigeria

88%

Yusuf A. , Daramola D. S. , Bello M. B. , Obafemi K. E.

Human and Social Studies

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2015

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tom 4

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nr 2

44-55

EN

The purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.

7

Assessment of the quality of internationalisation in higher education institutions

75%

Tutko M.

Studia Ekonomiczne

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2018

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tom 361

76-85

EN

The goals of the paper apply to higher education institutions and are: (1) elaboration of the definition of the quality of internationalisation and identification of (2) instruments used in the assessment process and (3) the benefits of assessing the quality of internationalisation. In order to achieve this goal, the analysis of existing data (desk research) method was used. The paper concludes with the observation that there are no universal standards for assessment of the quality of internationalisation. However, some interesting instruments, which have been developed over the last years, have been presented in the article.

PL

W artykule określono następujące cele odnoszące się do szkół wyższych: (1) opracowanie definicji jakości internacjonalizacji, (2) identyfikacja instrumentów wykorzystywanych w procesie oceny oraz (3) ukazanie korzyści z oceny jakości umiędzynarodowienia. Wykorzystano w nim analizę danych zastanych (desk research). Artykuł kończy się stwierdzeniem, że nie ma uniwersalnych standardów oceny jakości internacjonalizacji. Przedstawiono w nim jednak kilka interesujących, opracowanych w ostatnich latach instrumentów oceny jakości umiędzynarodowienia.

8

Evaluating the Experience of Stuttering and Quality of Life among Polish School-age Children: Psychometric Investigation with the OASES-S-PL

75%

Boroń A. , Gurok E. , Kowalczyk Ł. , Kosacka K. , Węsierska K. , Yaruss J. S.

Logopedia

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2022

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tom 51

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nr 1

63-79

EN

The Overall Assessment of the Speaker’s Experience of Stuttering (OaSES; yaruss & Quesal, 2006; 2016) is a comprehensive evaluation tool designed to support holistic, evidence-based diagnostic and therapeutic decision-making for children, teenagers, and adults who stutter. The OASES is based on the World Health Organization’s International Classification of Functioning, Disability, and Health (WHO, 2001) as adapted to stuttering by Yaruss and Quesal (2004; see also Tichenor & Yaruss, 2019). It enables diagnosticians to gather information about the totality of the stuttering experience, including its social, emotional, and cognitive aspects. It also allows a deep exploration of the quality of life of an individual who stutters. This paper presents the study results for the Polish version of the OASES-S (for school-age children, ages 7 to 12). The general purpose of the study was to develop the Polish translation of the OASES-S and then to evaluate the validity and reliability of that translation. The OASES-S-PL was evaluated based on a sample of 55 Polish-speaking school-age children who stutter. The study findings show that OASES-S-PL can be considered a high validity test. Given the limited number of evidence-based and standardized Polish diagnostic tools, the OASES-S-PL has important therapeutic implications for the treatment of stuttering in the population of polish children.

9

Zintegrowana ocena stopnia dojrzałości w zarządzaniu projektami

51%

Spałek S. , Wolny M.

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2017

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tom z. 102

331--343

PL

Artykuł wpisuje się w rozważania dotyczące możliwości określenia zintegrowanej oceny stopnia dojrzałości w zarządzaniu projektami. Na podstawie przeprowadzonych badań empirycznych wśród 245 przedsiębiorstw w Polsce autorzy podejmują próbę odpowiedzi na pytanie: czy możliwym jest opisanie stopnia rozwoju przedsiębiorstwa w zarządzaniu projektami z wykorzystaniem pojedynczej miary, zamiast stosowanego powszechnie systemu dokonywania oceny w każdym z obszarów dojrzałości w zarządzaniu projektami z osobna.

EN

The article contributes to the elaborations on the feasibility studies on the integrated assessment of maturity in Project Management. Based on the empirical studies conducted at 245 Polish companies, the authors try to answer the question: whether it is possible to describe the level of company progress in project management with a single measurement, instead of the commonly used, systematic approach of measurement in each area of project management maturity separately.