Investigating Veteran Status in Primary Care Assessment

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=49181#.VJJum8nQrzE

Author(s)

ABSTRACT

<span “=””>This paper emphasizes how in the process of interviewing patients, questions related to their veteran status need to be assimilated into our assessment process. Failure to determine that they are veterans may allow important issues and problems related to their health status to go undetected. Adding questions to our repertoire and knowing how to access a few key resources may assist patients in maximizing their health care options.

Cite this paper

Stanton, M. (2014) Investigating Veteran Status in Primary Care Assessment. Open Journal of Nursing, 4, 663-668. doi: 10.4236/ojn.2014.49070.

References

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http://dx.doi.org/10.1097/01.NAJ.0000422231.87190.3f                                                               eww141218lx

A Knowledge Maturity Model for Aerospace Product Development

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=49168#.VJJRH8nQrzE

Author(s)

Qian Jia*, Jingyuan Bi, Jingyuan Bi, Liwei Wang, Yukun Yang

Affiliation(s)

China Academy of Launch Vehicle Technology, Beijing, China.

ABSTRACT

At present, China’s aerospace product development mission are characterized by mammoth task and high responsibility, in which situation, the role of knowledge in business process is particularly prominent. Although we have realized the importance of the problem, and embarked on the accumulation job, the problem faced is that we lack the criteria to judge our harvest, which spontaneously caused that we cannot define the quality and practical value of accumulated knowledge. Focusing of above problems, the paper puts forward a knowledge maturity model for aerospace product development, which divides knowledge maturity into 6 levels according to development process. Criteria of each level as well as translation condition to next grade is elaborated, assessment note is specially stated, aiming at offering enterprises a potent method for knowledge system construction and evaluation.

KEYWORDS

Knowledge Management, Maturity Model, Assessment, Aerospace Product

Cite this paper

Jia, Q. , Bi, J. , Bi, J. , Wang, L. and Yang, Y. (2014) A Knowledge Maturity Model for Aerospace Product Development. Open Journal of Social Sciences, 2, 150-155. doi: 10.4236/jss.2014.29026.

References

[1] Johansson, C., Hicks, B. and Larsson, A.C., et al. (2011) Knowledge Maturity as a Means to Support Decision Making During Product-Service Systems Development Projects in the Aerospace Sector. Project Management Journal, 3, 32- 50.
[2] Johansson, C., Larsson, A., Larsson, T., et al. (2008) Gated Maturity Assessment: Supporting Gate Review Decisions with Knowledge Maturity Assessment. CIRP Design Conference.
[3] Knowledge Maturity Model (2007) http://www.amteam.org/k/ITSP/2004-8/481203.html
[4] Du, J.P. (2013) A method of knowledge maturity assessment in aerospace enterprise. The 64th International Astronautical Congress, Beijing.                                                                                                  eww141218lx

The “Colour Family Drawing Test”: A Comparison between Children of “Harmonious” or “Very Conflictual Families”

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=52118#.VIkFvsnQrzE

ABSTRACT

The “Colour Family Drawing Test” applied a classification of colours on an emotional basis leading to the distinction between “Alarming and Serious” (black, grey, violet, olive-green, dark blue, red, yellow) and “Reassuring and Playful” hues (pink, sky blue, orange and pastel colours). 120 participants (aged 7 – 10 years, both genders), attending Rome primary schools, were individually examined. They sat at a table with a white A4 card, 24 colour pencils, a black pencil, an eraser and received the instruction: “Draw your family”. The research objective concerns the introduction of colours and the evaluation of emotional meaning of the colours used by children in drawing their families. The families had been preliminarily evaluated as Harmonious or Very Conflictual Families through a semi-structural interview conducted with the children’s teachers. The drawings made by children of Harmonious Families consistently used reassuring, playful colours (p < 0.01); children of Conflictual Families used alarming, serious colours (p < 0.01). The parents also compiled the LDM Inventory, in order to have a confirmation of their level of psychological conflict. 33 “Very harmonious” parents and 22 “Very Conflictual” parents were selected. A comparison revealed that N/H scores were significantly lower in parents of Very Conflictual Families compared to the opposite ones (t53 = 2.95; p < 0.01). Conflictual Parents do not develop harmonious interpersonal relations, preferring overt aggression, with particular consequences for the family’s emotional atmosphere and for the children’s personality.

Cite this paper

Biasi, V. , Bonaiuto, P. & Levin, J. (2014). The “Colour Family Drawing Test”: A Comparison between Children of “Harmonious” or “Very Conflictual Families”. Psychology, 5, 2099-2108. doi: 10.4236/psych.2014.519212.

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Visualizing Random Forest’s Prediction Results

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=52114#.VIkCtsnQrzE

ABSTRACT

The current paper proposes a new visualization tool to help check the quality of the random forest predictions by plotting the proximity matrix as weighted networks. This new visualization technique will be compared with the traditional multidimensional scale plot. The present paper also introduces a new accuracy index (proportion of misplaced cases), and compares it to total accuracy, sensitivity and specificity. It also applies cluster coefficients to weighted graphs, in order to understand how well the random forest algorithm is separating two classes. Two datasets were analyzed, one from a medical research (breast cancer) and the other from a psychology research (medical student’s academic achievement), varying the sample sizes and the predictive accuracy. With different number of observations and different possible prediction accuracies, it was possible to compare how each visualization technique behaves in each situation. The results pointed that the visualization of random forest’s predictive performance was easier and more intuitive to interpret using the weighted network of the proximity matrix than using the multidimensional scale plot. The proportion of misplaced cases was highly related to total accuracy, sensitivity and specificity. This strategy, together with the computation of Zhang and Horvath’s (2005) clustering coefficient for weighted graphs, can be very helpful in understanding how well a random forest prediction is doing in terms of classification.

Cite this paper

Golino, H. & Gomes, C. (2014). Visualizing Random Forest’s Prediction Results. Psychology, 5, 2084-2098. doi: 10.4236/psych.2014.519211.

References

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Predicting Academic Achievement of High-School Students Using Machine Learning

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=51702#.VHUm3GfHRK0

ABSTRACT

The present paper presents a relatively new non-linear method to predict academic achievement of high school students, integrating the fields of psychometrics and machine learning. A sample composed by 135 high-school students (10th grade, 50.34% boys), aged between 14 and 19 years old (M = 15.44, DP = 1.09), answered to three psychological instruments: the Inductive Reasoning Developmental Test (TDRI), the Metacognitive Control Test (TCM) and the Brazilian Learning Approaches Scale (BLAS-Deep Approach). The first two tests have a self-appraisal scale attached, so we have five independent variables. The students’ responses to each test/scale were analyzed using the Rasch model. A subset of the original sample was created in order to separate the students in two balanced classes, high achievement (n = 41) and low achievement (n = 47), using grades from nine school subjects. In order to predict the class membership a machine learning non-linear model named Random Forest was used. The subset with the two classes was randomly split into two sets (training and testing) for cross validation. The result of the Random Forest showed a general accuracy of 75%, a specificity of 73.69% and a sensitivity of 68% in the training set. In the testing set, the general accuracy was 68.18%, with a specificity of 63.63% and with a sensitivity of 72.72%. The most important variable in the prediction was the TDRI. Finally, implications of the present study to the field of educational psychology were discussed.

Cite this paper

Golino, H. , Gomes, C. & Andrade, D. (2014). Predicting Academic Achievement of High-School Students Using Machine Learning. Psychology, 5, 2046-2057. doi: 10.4236/psych.2014.518207.

References

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Executive and Non-Executive Cognitive Abilities in Teenagers: Differences as a Function of Intelligence

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=51698#.VHUk5WfHRK0

ABSTRACT

Intelligence and cognitive abilities, including executive functions (EF), have been addressed by psychometrics and cognitive psychology, respectively. Studies have found similarities and overlap among constructs, especially between EF and fluid intelligence (Gf). This study’s aim was to investigate in teenagers: 1) the relationships among Gf, crystallized intelligence (Gc), cognitive, and executive abilities; and 2) the differences among groups with average, superior and very superior intelligence in regard to cognitive and executive functions. A total of 120 adolescents aged between 15 and 16 years old were assessed via IQ tests (the WISC III and Raven’s), EF (computer version of the Stroop Test, FAS Verbal Fluency Test, Trail Making Test—part B), and cognitive abilities (Peabody Picture Vocabulary Test [PPVT], Repetition of words and pseudo words Test, the Rey Complex Figure [REY CF]). Low to moderate correlations were found among measures of intelligence and cognitive and executive functions. Even though interrelated, the measures seem to capture somewhat distinct aspects. Subsequently, the participants were divided into three groups according to their performance on Raven’s Test: Group with very superior intelligence (VSI), Group with superior intelligence (SI), and Group with average intelligence (AI). The ANOVA revealed the groups’ significant effect (VSI, SI, AI), that is, the VSI and SI groups tended to perform better on the WISC subtests, in the cognitive measures of the PPVT, Rey CF, and in executive measure (FAS). A tendency of increasingly better performance in the various abilities according to groups was observed, but the hypothesis of greater specific association between Gf and EF was not confirmed. The results show better general performance according to the level of intelligence.

Cite this paper

Godoy, S. , Dias, N. & Seabra, A. (2014). Executive and Non-Executive Cognitive Abilities in Teenagers: Differences as a Function of Intelligence. Psychology, 5, 2018-2032. doi: 10.4236/psych.2014.518205.

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Use of a National Clinical Final Examination in a Bachelor’s Programme in Nursing to Assess Clinical Competence—Students’, Lecturers’ and Nurses’ Perceptions

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=47019#.VGLGBmfHRK0

ABSTRACT

<span “=””>Objective: The objective of this study was to evaluate the perceptions of students, lecturers, nurses and clinical lecturers regarding the ability of the National Clinical Final Examination (NCFE) to assess clinical competence, and whether the assessment was consistent with the qualifications for a Bachelor of Science in Nursing as outlined by the Swedish Higher Education Authority. The NCFE is divided into two parts (written and bedside) and aims to evaluate third-year nursing students’ clinical competence. Methods: Data were collected at 10 universities using study-specific questionnaires. The total response rate was 84% (n = 1652). Results: The clinical lecturers indicated that there was a need for improvement in the written part of the examination in order to adequately assess clinical competence. Regarding the bedside part the clinical lecturers, nurses and students perceived that the bedside part of the examination assessed whether the student had the clinical competence required by a newly registered nurse. Conclusion: The two-part examination described in this study was perceived as useful for assessing clinical competence and for the qualification requirements for a Bachelor of Science in Nursing as outlined by the Swedish Higher Education Authority. However, especially the written part requires further development. The model and form of assessment ought to be applicable to graduate nursing programme internationally.

Cite this paper

Johansson, U. , Andersson, P. , Larsson, M. , Ziegert, K. and Ahlner-Elmqvist, M. (2014) Use of a National Clinical Final Examination in a Bachelor’s Programme in Nursing to Assess Clinical Competence—Students’, Lecturers’ and Nurses’ Perceptions. Open Journal of Nursing, 4, 501-511. doi: 10.4236/ojn.2014.47053.

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