Effects of differential time and difficulty weighting on the improvement of OSCE quality metricsMatic Mihevc
, Klara Masnik
, Tadej Petreski
, Nejc Pulko
, Sebastjan Bevc
, 2022, original scientific article
Keywords: OSCE, clinical skills, peer assessment, quality metrics, weighting, outliers
Published in DKUM: 17.01.2023; Views: 180; Downloads: 25
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This document is also a collection of 1 document!
European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessmentPaul Kuschmierz
, Anna Beniermann
, Alexander Bergmann
, Rianne Pinxten
, Tuomas Aivelo
, Justyna Berniak-Woźny
, Gustav Bohlin
, Anxela Bugallo-Rodriguez
, Pedro Cardia
, Bento Filipe Barreiras Pinto Cavadas
, Andrej Šorgo
, Gregor Torkar
, 2021, original scientific article
Abstract: Investigations of evolution knowledge and acceptance and their relation are central to evolution edu‑
cation research. Ambiguous results in this feld of study demonstrate a variety of measuring issues, for instance difer‑
ently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular,
meaningful comparisons across European countries, with their varying cultural backgrounds and education systems,
are rare, often include only few countries, and lack standardization. To address these defcits, we conducted a stand‑
ardized European survey, on 9200 frst-year university students in 26 European countries utilizing a validated, com‑
prehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as
well as infuencing factors on evolution acceptance.
Keywords: evolucija, znanje, visokošolsko izobraževanje, ocenjevanje, Evropa, evolution, acceptance, knowledge, multilevel modeling, socioscientific issues, religious faith, higher education, Europe, assessment, attitude
Published in DKUM: 02.09.2022; Views: 254; Downloads: 5
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Sustainable development in transport and logisticsVasja Omahne
, 2021, master's thesis
Abstract: The support for an ongoing global pursuit of sustainable development, consumer awareness about sustainability, and regulations have affected the transport and logistics sector due to the fact that it presents ample environmental, social and economic challenges. The transport sector contributes globally to about 14% of greenhouse gas emissions, and around one third of the European Union's emissions, yet also represents an important economic sector, employing around 10 million individuals, thus requiring an in-depth discussion, especially regarding environmental impact. Due to increasing global concern for the environment, companies and policymakers are facing pressure to reduce the environmental impact related to transport and logistics activities and make them more sustainable. Before choosing a best practice for improvement, especially regarding the environmental perspective, a thorough analysis regarding the environmental impact has to be carried out based on reliable data and methodology. For such purposes, the life cycle assessment (LCA) defined by standards ISO 14040 and 14044 is commonly used. While the LCA focuses only on the environmental perspective, sustainability is represented by three dimensions, which are environmental, economic and social and those are interlinked, which presents a challenge, as each dimension has a major impact on every stage of the life cycle of a product, process or service. Thus there is a need to evaluate all three perspectives of sustainability in order to make transport and logistics processes more sustainable. Another option to make transport and logistics processes more sustainable and to achieve sustainable development is through education. Thus, it is important to integrate sustainability-oriented topics in logistics programs and courses, and consequently educate future logisticians about sustainability. Considering environmental burdens and sustainable development in transport and logistics, we explored LCA regarding its use in transport and logistics and studied the integration of sustainability into logistics education in EU, as it is important to educate future logistics managers and decision makers to gain sufficient knowledge on the importance of sustainability. Also, as logistics processes pose several environmental challenges and impacts, social and economic impacts are the ones that are frequently overlooked. Thus we additionally focused on performing an applicable comprehensive sustainability evaluation of a monkey toy and evaluated its environmental (through LCA), social (through SLCA) and economic (through LCC) impacts through the life cycle. At the same time, we explored options to enhance the present CE concept in the monkey toy company. Exploring the use of LCA in transport and logistics, we focused on the state-of-the-art of transport-related life cycle assessment studies, as they are important for the decision-making processes. Our research of LCA & transport studies was framed around the requirements of the International Organization for Standardization. A specific focus was given to the quality of life cycle assessment phases, comprehending goal and scope, inventory, life cycle impact assessment, and interpretation. Thirty-four research and review papers were studied, sourced from the Web of Science database. Studying the monkey toy, we firstly assessed the environmental impacts of the toy through LCA and additionally combined it with SLCA and LCC to evaluate the toy's sustainability comprehensively. Based on the results of the sustainability evaluation, we gained an insight into environmental, economic and social hotspots that the monkey represents. We then presented a possible enhancement of the CE concept. Lastly, focusing on logistics education, we analyzed and elaborated upon an integration of sustainability topics at higher education programs in logistics and their curricula for bachelor and master degrees at universities across Europe.
Keywords: logistics, transport, sustainability, life-cycle assessment, logistics education
Published in DKUM: 26.03.2021; Views: 1176; Downloads: 10
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Formative Assessment in English Lessons in Primary SchoolMirjam Meško
, 2018, master's thesis
Abstract: Discussions about formative assessment and advantages that it brings to the classroom are becoming more frequent. It is a new, authentic approach that allows pupils to acquire more permanent knowledge and integrate them into the educational process.
In the theoretical part, we described the meaning of formative assessment and what the key elements of formative assessment are, as well as advantages and possible weaknesses that it brings to the classroom.
The key elements of formative assessment are the purposes of learning, where goals and performance criteria are decided, portfolio, where we described the positives of using a portfolio, feedback, where the importance and the necessity of a good feedback is explained, and assessment and evaluation, where self-evaluation and peer evaluation are included.
In the empirical part, we described a case study that we conducted, where we interviewed eight elementary English teachers from Podravje region and asked them what they think about formative assessment, how they integrated it into their teaching, and how using formative assessment has changed their teaching.
Formative assessment has become a current topic at study groups for teachers in the last couple of years, so there are not any surprising results yet. The teachers that we interviewed use just some aspects of formative assessment because for the full use of formative assessment they most frequently mention the lack of time.
As any other novelty, formative assessment needs time to integrate in our educational system and reach a place that it deserves. Teachers think that introducing formative assessment at an early stage of education should be better and that the pupils would be prepared for this kind of teaching and learning, and the learning would only get easier with years. Teachers are also enthusiastic about the principle on which formative assessment works, and believe that this way pupils can achieve better and long lasting knowledge.
Keywords: formative assessment, feedback, portfolio, self-evaluation, peer evaluation
Published in DKUM: 09.01.2019; Views: 1705; Downloads: 172
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Oral Assessment of English in the Third Cycle of Slovene Elementary SchoolsMartin Pobežin
, 2018, master's thesis
Abstract: The thesis Oral Assessment of English in the Third Cycle of Slovene Elementary Schools consists of two sections – theoretical and empirical. The aim of the former was to analyse the various factors that contribute to successful oral assessment. Oral assessment differs from others in its execution, since it is conveyed by word of mouth. This creates authentic communication between the two groups of participants – learners and the teacher. However, both have to fulfil their roles. Firstly, the learners’ task is to prepare well for the assessment and act respectfully towards the assessor. Secondly, the teacher must produce adequate criteria and tasks which meet the principles of reliability and validity. In the empirical section, we present how the oral assessment of English is executed in the third cycle of Slovene elementary schools by examining two groups of participants – teachers of English and third-cycle learners. It was established that learners prefer oral assessment, whereas teachers either remained undecided or claimed that they preferred written assessment. The general dislike of the oral form among teachers can be explained by their observations about lack of time. Consequently, many learners reported the common use of writing of the answers as a form of oral assessment, whereas the majority of teachers denied such claims. Interviews and presentations remain the two most commonly used forms of oral assessment; in addition, they are also the most popular among both groups of participants. All in all, a significant body of the learners claimed they would not change anything about the current process of oral assessment, which suggests that many curricular elements are adequately selected and executed.
Keywords: oral assessment, learners, teacher, English, elementary school
Published in DKUM: 08.01.2019; Views: 963; Downloads: 0
Employees: invisible added value of a companyMagda Zupančič
, 2018, original scientific article
Abstract: In developed economies, where the work input exceeds the physical input, the lack of harmonised and standardised rules of human capital assessment is visible. The mentioned indicates the deficit of an important part of the comprehensive value-added assessment. What do we lose by ignoring the important part of the employee’s value added in the working process? Companies underestimate the employee’s human capital input. Consequently, society typically does not recognize invisible sources of value added in companies. The goals of this article are to highlight the missing human capital (HC) element at the company level assessment and to raise the awareness about its importance. By analysing existing methods of coping with the mentioned challenge, no harmonised solution is evident. By the increasing share of the service sector, emphasis on the HC element should be monitored more closely. The article focuses on the missing and invisible human capital elements in the framework of the value added; it offers suggestions for inclusion of the human capital factor in the process of company’s value added assessment as well as reflections on further steps in this direction.
Keywords: employee, value added, human capital, assessment
Published in DKUM: 10.10.2018; Views: 1305; Downloads: 338
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Self-assessment system : detrimental effects on entrepreneurial and innovative activityMitja Kovač
, Patricia Kotnik
, 2015, original scientific article
Abstract: Efficient regulatory mechanisms that induce innovation, co-operation and deter competition law infringements have recently been the subject of growing attention. Competition is essential to the innovation process which in general terms enables entrepreneurship. But so too is co-operation between firms which requires an exchange of information and may lead to inefficient collusive behaviour. The optimal trade-off between the provision of stable entrepreneurial incentives and the new European competition law’s reform with the self-assessment system has been largely missing from the current scholarly debate. This paper identifies the unintended, harmful horizontal side effects of this new European self-assessment system upon the entrepreneurial activity, offers a legal evaluation of the optimal entrepreneurial incentive mechanisms and provides legal and entrepreneurial arguments for an improved regulatory response.
Keywords: Slovenia, pravo, insolvency, legislation, competition policy, information exchange, entrepreneurship, innovation, self-assessment system
Published in DKUM: 02.08.2018; Views: 735; Downloads: 82
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Geo-information technology for disaster risk assessmentĐorđe Ćosić
, Sađan Popov
, Dušan Sakulski
, Ana Pavlović
, 2011, original scientific article
Abstract: The Serbian territory (including the territory of the former Yugoslavia) has been continuously exposed to different hazards, often with tragic consequences. Earthquakes and floods, usually followed by landslides, are the most dominant hazards in that region. Disaster risk reduction, prevention and early warning, as an integral part of sustainable development, do not exist in Serbia. That is one of the main reasons why the disaster-related damage is high. Despite very long experience in engineering and resources management in Serbia, there are no scientifically supported and standardized disaster risk-assessment procedures. Expertise only exists in the field of engineering-based hazard assessment.
The risk-assessment method proposed in this research includes, apart from hazards, parameters such as vulnerability, exposure and safety. It considers the environmental and social components of risk management. The proposed method, implementing combined mathematical and 3D GIS tools, was applied for the Danube River, Petrovaradin (the city of Novi Sad) area, for which data were available. The relationship between the risk parameters is calculated and graphically presented. Methods like this one should contribute to a shift from a passive disaster-related defense to a proactive disaster risk management, as well as from emergency management only, to disaster prevention, preparedness and mitigation activities, in Serbia and the Western Balkan Region.
Keywords: hazard, vulnerability, safety, resilience, coping capacity, risk assessment, risk management, geographic information systems, earthquake, landslide, flooding, exceedance
Published in DKUM: 13.06.2018; Views: 857; Downloads: 70
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Non-linear finite-element modelling of room and pillar mine workings including the strain-softening behaviour of the rock massSalim Bensehamdi
, Abdelbaki Seriani
, 2008, original scientific article
Abstract: A two-dimensional model adopting post-failure criteria was used to simulate the behaviour of the rock mass and the development of yield zones around room and pillar mine workings. The model conformed to the strain-softening behaviour of the rock mass and accounted for its post-failure residual strength. The structural-stability-analysis approach accounted for the main features of the mine structures’ yield produced during loading through changes in the rock material’s stiffness and the subsequent evolution of the stresses. A comprehensive parametric analysis was performed and the inevitable effect of the interaction of the roof, pillar and floor on the overall stability limit of the mine was investigated. The numerical results clearly showed that the finite-element linear models could not realistically represent the true behaviour of the mine structure. However, they clearly demonstrated the limitations of the finite-element linear solutions in representing the true behaviour of the mine structure, particularly when the rock-mass structure is relatively weak, and that a non-linear approach was justified.
Keywords: non-linear FE analysis, yielding, plastic zones, room and pillar mining, residual strength, stability assessment
Published in DKUM: 05.06.2018; Views: 873; Downloads: 68
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