Analysis and Discussion. In this section, we discuss and analyze the security and efficiency of TDS.
Analysis and Discussion. After analyzing the data of the concept maps exercise and the questionnaire, the authors found that students in both schools improved self-esteem and intercultural understanding, as their teachers expected. The authors, however, recognized that learning outcomes were different in the Korean and Japanese schools. The authors, therefore, analyzed this difference by comparing the data. The concept maps were produced before and after the activity. Nine Korean and six Japanese students wrote words in a concept maps format as shown in Table 3. The students were asked to jot down words related to the central keyword, either “Korea” or “Japan.” First, the students jotted down their associations with the central keywords. We call this first set of words “categories.” They then continued to write down their word associations for each category. We labeled these simply as “words.”
Analysis and Discussion. Duration and Types of Work Used as the Basis for Employment Relations in the Work Agreement for a Specific Time in View of the Manpower Act
Analysis and Discussion. Paraguay, MERCOSUR and the European Union
Analysis and Discussion. Preferable Procedure Criterion
Analysis and Discussion. Promptly following receipt of the BC DELIVERABLES, SCIOS NOVA shall determine whether it believes the samples and data indicate that BC will be able to meet the SPECIFICATIONS FOR BULK SOLUTION, and promptly advise BC of the results of its analysis. Not later than 30 days after receipt of the BC DELIVERABLES, SCIOS NOVA shall notify BC whether SCIOS NOVA wishes BC to conduct DEVELOPMENT PHASE II. If either party does not wish to conduct DEVELOPMENT PHASE II, this Agreement shall be discontinued per Article
Analysis and Discussion. The research question has addressed the experiences teachers have with psychological contracts based on relationship building between teachers and students in high schools. Example of a psychological contract negotiated between teachers and students: The teacher shows respect for the students Arrives/meets on time The teacher is fair The teacher shows understanding for the students The teacher sees each individual The teacher is prepared for the lessons The teacher rewards good effort The teacher considers the amount of theory The teacher provides adequate help New and interesting content (modern) A mix between theory and practice Equipment for the subject Challenges in the subject Effective use of technology in teaching The teacher provides feedback that is useful and constructive Sets high, but realistic expectations for the students Encourages independence and creative thinking What needs to be learned is relevant Open to suggestions from students Do their best in various tasks Show respect for each other and the teacher Contribute to a good classroom environment Try their best Participate actively in their own way during classes Contact and notify when needed Avoid unnecessary comments The study revealed that teachers have previously experienced that their own expectations of students often were not clearly expressed, or that the students' expectations of the teacher were under- communicated. This can create an uncertain foundation for the learning environment and lead to misunderstandings and conflicts. Based on the teachers' implementations in this study, they have developed concrete measures to help clarify mutual expectations between students, teachers, and the school, especially in the early phase of the school year. One of the teachers expressed it this way: ―I think the students like it, the feedback I get from the students is definitely positive in terms of how we've sort of cleared a space in terms of how things should be. They also like that there are expectations both in terms of academic performance and in terms of behavior.‖ This statement aligns with a study in higher education [7] which found that focusing on both transactional and relational expectations between students and teachers is important especially at the beginning of an academic year. Findings in this study show that the expectations between teachers and students that were negotiated touched on both the relational plane (relational expectations) such as behavior of students an...
Analysis and Discussion. To get an idea of typical problems of the QnA-based model we sampled and manually judged extracted high confidence examples that are not present in Freebase (and thus are considered incorrect for precision-recall analysis).
Analysis and Discussion. We first examine the consistency (or agreement) among the ratings collected at different laboratories. As in the original analysis [Context] we use the four common test conditions in the strong and weak sets as a basis for comparisons, permitting a further examination of the effects of experimental context. However, the VQEG analysis will use the ratings of individual stimuli (scene-condition combinations), rather than aggregating all scenes over each test condition, so we use the scene-condition ratings here. VQEG analysis plans include several different statistical metrics to test the consistency of objective and subjective measurements [Obj_Plan]. We will use two metrics in this analysis, the Xxxxxxx correlation coefficient and (unweighted) RMS error. Table 1 summarizes the findings for Lab-to-Lab comparisons with each rating method and experiment (strong or weak impairment sets). We give the range for each metric over the six comparisons between the four labs. To aid comparison, we report RMS Errors as a percentage of the full rating scale. Table 1 Summary of Agreement among Labs Strong Impairments Weak Impairments Method Correlation RMS Error, % Correlation RMS Error, % DSCQS 0.975 - 0.937 7.7 - 12.0 0.993 - 0.960 4.3 - 18.1 DSIS 0.995 - 0.985 5.0 - 10.2 0.993 - 0.969 4.8 - 10.2 Comparison 0.989 - 0.961 6.5 - 16.4 0.990 - 0.978 6.9 - 10.8 Although DSIS results correlate best among methods with the strong impairment set, the RMS error ranges have considerable overlap. Furthermore, DSIS has no advantage with the weak impairment set. It appears that all of these methods can produce results with reasonably good agreement across labs. Tables giving each lab-to-lab comparison and figures illustrating two independent pairs are found in the annex. Note that analysis of only the common test conditions may be optimistic from the perspective of agreement, since two of the four conditions are near the end of range where subjective ratings tend to have smaller variance (than for mid-range conditions). In the author’s opinion, Lab-to-Lab Agreements represent an important benchmark in the evaluation of objective measurement methods. It would be possible to make this benchmark a more formal part of VQEG's evaluation process, by adding a few details in the Subjective and Objective Test Plans. It is proposed that VQEG discuss and adopt this or a similar benchmark.
Analysis and Discussion. The following analysis and discussion are largely structured based on the research questions presented in chapter 3. To gain a comprehensive understanding of the findings and discussions outlined in the next sections, we recommend reading the first report of the study, which not only situates the issue of research support in the larger context of changes in the higher education sector but also provides an overview of the current structures of research support at the five partner universities.
4.1. Which good practices and challenges are experienced by research support workers in their work?
