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1.
The language of appraisal in selected TED talks : magistrsko delo
Sarah Vidmar, 2021, magistrsko delo

Opis: This master’s thesis examines five selected TED Talks by using Martin and White’s Appraisal Theory (2005). TED Talks are a specific form of speech which has spread worldwide with live TED events and even videos online since the first organised TED event in 1984. The theoretical background of this master’s thesis covers mainly Martin and White’s Appraisal Theory (2005), although it does include the views of other researchers, including Mary Macken-Horarik and Anne Isaac, as well as Geoff Thompson, on appraisal analysis as well. Furthermore, it encompasses a short overview of discourse analysis and systemic functional linguistics, as this is the theoretical framework from which Appraisal Theory has evolved. The empirical part includes the analysis of appraisal in the five selected TED Talks, chosen based on the assigned tag on the official TED web page. The selected TED Talks are: “Why I'm Done Trying to Be ‘Man Enough’” by Justin Baldoni; “Dare to Refuse the Origin Myths That Claim Who You Are” by Chetan Bhatt; “How Changing Your Story Can Change Your Life” by Lori Gottlieb; “My Year of Saying Yes to Everything” by Shonda Rhimes; and “Your Brain Hallucinates Your Conscious Reality” by Anil Seth. The appraisal model explores the speaker/writer’s evaluation of certain occurrences, concepts and people in a form of his/her emotional responses, judgement and appreciation. Furthermore, it studies the speaker/writer’s positioning to alternative viewpoints and alignment with the text’s point of view. The aim of this thesis is to observe the use of appraisals in a contemporary form of a public speech, i.e. TED Talks. The further objective of this thesis is also to detect typical patterns in appraisal use within the genre of public speaking, specifically, within TED Talks which are known to have a set form and common features that distinguish them from other forms of speeches or academic lectures. Thus, this thesis aims to research ways in which the speakers of the selected TED Talks express themselves with the use of appraisals. Since all but one of the chosen five TED Talks are tagged as ‘Personal Growth’ on the official TED web page, the purpose of the research is also to see whether there are any differences in appraisal use, more specifically in the use of affect between the TED Talks tagged as ‘Personal Growth’ and the one which is not tagged as such and may therefore be more objective in its nature. Besides exploring attitudinal resources, the thesis also observes the occurrence of graduation resources and their prevalence, as well as the ways the speakers engage with their audience and their prevalence. The appraisal analysis of the selected TED Talks has proved the use of all attitudinal resources in the delivery of these talks. Furthermore, the analysis has shown that the chosen topics of TED Talks have an influence on the speakers’ use of attitudes. Affect has a prominent role in most talks, however, the more the speaker tries to stay unbiased and objective, the more she or he avoids affect in relation to her-/himself and turns to appreciation. In addition, the speakers of the selected TED Talks tend to use graduation heavily in their narrative, force being the predominant graduation resource in all selected talks. Even though the analysis of engagement resources in the selected TED Talks showed the presence of dialogically expansive expressions to be more common in four out of five examined TED Talks, dialogically contractive expressions also occur frequently in the speakers’ narratives, revealing the speakers’ attempt to balance welcoming of alternative viewpoints and at the same time maintain self-assurance in their knowledge and beliefs by restricting other voices.
Ključne besede: Appraisal, TED Talks, Evaluation, Appraisal Analysis, Discourse Analysis
Objavljeno v DKUM: 20.12.2021; Ogledov: 288; Prenosov: 39
.pdf Celotno besedilo (2,23 MB)

2.
Athletes friendly education handbook : Award for Educational Institutions supporting the Dual Career of Athlete
Marko Ferjan, Eva Jereb, Iztok Podbregar, Petra Robnik, Polona Šprajc, 2021

Opis: (AFE) is a type of schooling, continually planning, organizing, and improving a system of adaptations included in a school's educational process and infrastructure. These adaptations are implemented voluntarily and in a benevolent, systematic, comprehensive, and transparent manner, with the explicit aim to help athletes engage in sport and simultaneously achieve goals and competencies set out in the educational program and thus Athlete friendly education has the following attributes: adaptations; rather than being discrete, these adaptations constitute a system; daptations are organized and managed by school management; institutions introduce the adaptations voluntarily; adaptations are based on pre-existing legal frameworks and internal institutional regulations; institutions need to possess adequate competencies or experience; they need to be "trustworthy," in other words. AFE accreditation is voluntary. The principle of voluntary certification is very similar to the "brand" philosophy. The brand also contains a "promise."
Ključne besede: athletes friendly education, dual career, adaptations, evaluation, acreditation
Objavljeno v DKUM: 22.11.2021; Ogledov: 194; Prenosov: 26
.pdf Celotno besedilo (3,21 MB)
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3.
Mards Workshop Proceedings
2020, zbornik strokovnih ali nerecenziranih znanstvenih prispevkov na konferenci

Opis: The collection contains contributions by authors who were presented at a workshop within the Erasmus + project MARDS in Maribor, at the University of Maribor.
Ključne besede: doctoral study, higher education, e-learning, distance learning, study evaluation
Objavljeno v DKUM: 25.11.2020; Ogledov: 359; Prenosov: 22
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4.
The drug market intervention approach to overt drug markets
Edmund F. McGarrell, Nicholas Corsaro, Rodney K. Brunson, 2010, izvirni znanstveni članek

Opis: Purpose: The purpose of this research was to assess the impact of a strategic intervention intended to eliminate overt drug markets and their associated crime and disorder and to improve relationships between the police and local neighborhood residents. Design/Methods/Approach: The study included a process assessment of the nature of the intervention as well as an impact assessment based on trends in crime, calls-for-police-service and interviews with residents. The research occurred in the U.S. and examined a pilot program in High Point, North Carolina and subsequent implementation in Rockford, Illinois and Nashville, Tennessee. Findings: The paper presents a description of the intervention. Additionally, outcome data indicate that the intervention was related to reductions in crime and calls-forpolice service in all three communities. Raw declines were observed for violent, property and drug offenses with the declines consistently being statistically significant for drug offenses. Additionally, local residents described improved quality of neighborhood life and increased satisfaction with the police. Research limitations/implications: The results suggest that the so-called High Point Drug Market Intervention holds significant promise for addressing overt drug markets. However, the analysis is limited in that the comparison group is the citywide trend in crime as opposed to true comparison sites. Future studies utilizing quasi-experimental or experimental designs are needed to rule out potential rival explanations. Practical implications: The Drug Market Intervention appears to be a promising practice offering police officials a strategy for longer term impact on neighborhood safety and quality of life than has been the case with traditional crackdowns on drug markets. Originality/Value: This paper offers the evaluation results from three sites on a drug market intervention that has gained considerable attention, at least within the U.S.
Ključne besede: drug crime, drug markets, evaluation
Objavljeno v DKUM: 12.05.2020; Ogledov: 410; Prenosov: 12
URL Povezava na celotno besedilo
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5.
Diskurzni okvir v predsedniški retoriki Donalda Trumpa
Žiga Krajnc, 2020, magistrsko delo

Opis: This Master’s Thesis engages in research of Donald Trump’s presidential rhetoric from the perspective of evaluative framing in rhetoric. The analysis stems from Jim A. Kuypers’ theory of framing from a rhetorical perspective and J.R. Martin and P.R.R. White’s theory of language evaluation. The corpus for analysis consists of three speeches delivered by President Trump in 2017; these speeches are Inaugural Address, Remarks by President Trump on the Administration’s National Security Strategy (“America First Speech”), and Ohio Rally Speech 2017. The theoretical part consists of presenting the theory of framing as a rhetorical perspective, followed by short introduction of the theory of language evaluation. Donald Trump’s rhetoric style and characteristics are also included separately. The empirical part presents the analysis of the corpus. The research consists of two parts; the first part presents the analysis of subjects and objects and how are they framed. Furthermore, this part also detects which frames are present in the discourse. The second part consist of a discussion of results and an analysis of detected evaluative frames. It has been established that Trump’s addresses frame the President’s persona into a saviour-like figure, which offers powerful protection, security and restoration from the decay the previous administrations, supposedly, caused.
Ključne besede: discourse, rhetoric, Donald Trump, discourse frame, language evaluation
Objavljeno v DKUM: 27.02.2020; Ogledov: 791; Prenosov: 146
.pdf Celotno besedilo (2,88 MB)

6.
Formative Assessment in English Lessons in Primary School
Mirjam Meško, 2018, magistrsko delo

Opis: 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.
Ključne besede: formative assessment, feedback, portfolio, self-evaluation, peer evaluation
Objavljeno v DKUM: 09.01.2019; Ogledov: 1145; Prenosov: 129
.pdf Celotno besedilo (1,31 MB)

7.
Risk management according to ISO 31000
Borut Jereb, Matjaž Knez, Darja Kukovič, Tina Cvahte, Matevž Obrecht, 2016, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Opis: Organizations of all types and sizes face internal and external factors and influences that make it uncertain whether and when they will achieve their objectives. The effect this uncertainty has on an organization's objectives is «risk». Although the practice of risk management has been developed over time and within many sectors in order to meet diverse needs, the adoption of consistent processes within a comprehensive framework can help to ensure that risk is managed effectively, efficiently and coherently across an organization. The generic approach described in this International Standard provides the principles and guidelines for managing any form of risk in a systematic, transparent and credible manner and within any scope and context. All activities of an organization involve risk. Organizations manage risk by identifying it, analysing it and then evaluating whether the risk should be modified by risk treatment in order to satisfy their risk criteria. Throughout this process, they communicate and consult with stakeholders and monitor and review the risk and the controls that are modifying the risk in order to ensure that no further risk treatment is required. ISO 31000 describes this systematic and logical process in detail. (IS0 31000, 2009).
Ključne besede: risk management, risk analysis, risk evaluation, business, organizations, companies
Objavljeno v DKUM: 10.05.2018; Ogledov: 927; Prenosov: 80
.pdf Celotno besedilo (1,11 MB)
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8.
Evaluation of the project Pilsen – European capital of culture 2015
Jiří Ježek, 2016, izvirni znanstveni članek

Opis: The paper deals with the evaluation of the project Pilsen – European Capital of Culture 2015. It is based on a few empiric research studies that were implemented after the project was finished. It presents the city of Pilsen and the project of the European Capital of Culture form its initiation to implementation. It deals with the benefits of the project from the point of view of attendance, investment, tourism, and impacts on the economic development. It also brings the evaluation of the project Pilsen - European Capital of Culture 2015 as seen by the city´s residents.
Ključne besede: European Capital of Culture, Pilsen, evaluation research
Objavljeno v DKUM: 17.04.2018; Ogledov: 695; Prenosov: 96
.pdf Celotno besedilo (201,98 KB)
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9.
Quality evaluation information support in higher education
Tatjana Kovač, 2015, izvirni znanstveni članek

Opis: Background and Purpose: The objective of this research was to develop a proposal of the evaluation information support in higher education that encompasses the Quality Assessor’s and Quality Analyst’s work support. Furthermore, the proposal also includes the fields evaluated in the processes of external evaluation of the higher education institutes by the Slovenian National Agency for Quality Assurance in Higher Education (hereinafter referred to as »NAKVIS«). Methodology: The method called the “Multi-Attribute Utility Theory” (hereinafter referred to as “MAUT”) and MS Excel were used for the work support of the Quality Assessors, while the expert modelling in the Decision Expert programme (hereinafter referred to as “Dexi programme”) was used for the work support of the Quality Analysts. Results: The identified criteria allow a uniform evaluation, regardless of the Assessor. The MS Excel template with automatic calculation was made as the technical support for an evaluator and the expert model in Dexi programme was designed for a Quality Analyst. Conclusion: The model of the Higher Education Institute quality evaluation, as presented in this article, can provide a comprehensive and transparent consideration of quality at the Faculty, and, in particular, facilitate the evaluation process due to its information and technical support.
Ključne besede: quality in higher education, quality evaluation, quality evaluation information support, expert modelling
Objavljeno v DKUM: 22.01.2018; Ogledov: 717; Prenosov: 268
.pdf Celotno besedilo (711,02 KB)
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10.
Student self-evaluation of co-lecture activities
Darinka Sikošek, 2009, izvirni znanstveni članek

Opis: This article argues a greater stress to student-centered, active-learning approaches in teacher education beginning already in lectures by the subjects of DCEM methodological module. Our approach in increasing lecture's activity of students is involving them as teacher's co-lecturers. In order to monitor the efficiency and quality improvement of their outcomes-teacher's activities, we make use of the students' co-lecturers, as well as students-listeners feedback, which continuously takes place at the end of a program of specific curricular units. Students self-reflections are confronted with teacher's trainer noticings. Some significant findings are interpreted in compliance with teacher competences. CO-lecture's activities are valued regarding to optional AADIDG didactic principles.
Ključne besede: education, teaching skills, teaching competences, student autonomy, self-evaluation, student-colecturers
Objavljeno v DKUM: 19.12.2017; Ogledov: 1000; Prenosov: 56
.pdf Celotno besedilo (773,29 KB)
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