Development Of Assessment Criteria Research Articles

Marketing Activities among Social Media Users in Cambodia: Mixed Method Research

Cambodian people generally use social media sites before using Google to find information. It is commonly assumed that social media is a place for first impressions and where businesses must present their products and services. This study used an explanatory sequential mixed method with a follow-up explanation design to evaluate the construct validity of social media marketing activities (SMMAs) with empirical data and developed assessment criteria for SMMAs. The quantitative samples were chosen using the stratified sampling technique, whereas the qualitative participants were chosen using the purposive sampling technique. The quantitative data were gathered from 500 Cambodian social media users via Google Forms, whereas the qualitative data were collected from seven experts via an online interview. Descriptive statistics, confirmatory factor analyses (CFA), and content analysis were used to examine and test the research hypotheses. Subsequently, the key results were endorsed using a mixed method. The results uphold the research hypotheses at the statistical level p < .01. CFA with the goodness of fit indices confirmed the construct validity. The findings revealed SMMAs assessment criteria in five components and 27 indicators, including perceived risk, trendiness, interaction, customization, and entertainment, respectively. The quantitative and qualitative research findings of the assessment criterion of SMMAs in Cambodia, which were approved by the follow-up explanation design, complement each other.

Sustainability assessment of products - Case study of wind turbine generator types

This study proposes a product sustainability assessment tool (PSAT) that addresses the environmental, health and safety, social, and economic sustainability aspects from a life cycle perspective. The proposed PSAT uses the principles of Green Chemistry, Industrial Ecology, and Green Engineering as guidelines in the development of its assessment criteria. The developed assessment criteria are expressed as easy-to-answer questions covering the environmental, social, health and safety and economic aspects of sustainability. PSAT also incorporates life cycle assessment impact categories and the Circular Economy approach. PSAT comprises an Excel checklist of a questionnaire with a drop-down list of answers to select from describing the sustainability impact of the assessed product. PSAT serves to highlight the sustainability hotspots in a product's life cycle. The questionnaire consists of qualitative and quantitative assessment criteria and contains a total of 97 questions, out of which there are 11 design questions, 22 materials selection questions, 31 manufacturing questions, 24 use questions, and 9 end-of-life questions. The PSAT scoring system enables users to compare the sustainability performance of their products. PSAT aims to aid users in making informed decisions before purchasing a product based on the information on how the product is designed and what materials it contains, how it was manufactured, how it will perform during its use, and what will happen at the end of its useful life. It also aims to aid product manufacturers and designers in incorporating sustainability into all stages of the product life cycle. The PSAT methodology promotes a holistic view of a product life cycle, including the design, materials selection, manufacturing, use, and end-of-life stage.As a case study, PSAT was used to perform a comparative sustainability assessment of two types of 3 MW rated power wind turbines: a direct-drive permanent magnet synchronous generator (PMSG) and a doubly-fed induction generator with a gearbox (DFIG). The results from the sustainability assessment reveal that the DFIG wind turbine had a better sustainability impact than the direct-drive PMSG in the materials selection, manufacturing, and end-of-life life cycle stages. On the other hand, the direct-drive PMSG had a better sustainability impact than DFIG in the life cycle stages design and use. Overall, DFIG demonstrated a better sustainability impact than the direct-drive PMSG.

Development of a learning health system science competency assessment to guide training and proficiency assessment.

IntroductionLearning health systems (LHS) science is fundamentally a transdisciplinary field. To capture the breadth of the competencies of an LHS scientist, AHRQ and national experts defined a series of 42 competencies across seven domains that support success. Clinicians, researchers, and leaders who are new to the LHS field can identify and prioritize proficiency development among these domains. In addition, existing leaders and researchers will assemble teams of experts who together represent the LHS science domains. To serve LHS workforce development and proficiency assessment, the AHRQ‐funded ACCELERAT K12 training program recruited domain experts and trainees to define and operationalize items to include in an LHS Competency Assessment to support emerging and existing LHS scientists in prioritizing and monitoring proficiency development.MethodsSequential interviews with 18 experts iteratively defined skills and tasks to illustrate stage in proficiency, and its progression, for each of 42 competencies in the seven LHS expertise domains: systems science; research questions and standards of scientific evidence; research methods; informatics; ethics of research and implementation in health systems; improvement and implementation science; and engagement, leadership, and research management. An educational assessment expert and LHS scientist refined the assessment criteria at each stage to use parallel language across domains. Last, current trainees reviewed and pilot tested the assessment and the LHS Competency Assessment was further refined using their feedback. The assessment framework was informed by Bloom's revised taxonomy of educational objectives (Anderson and Krathwohl, A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, 2001) where learning progresses from recalling, defining, understanding, and awareness at the lower levels of the taxonomy, to applying and adopting and finally to creating, designing, and critiquing at the upper levels of the taxonomy. We also developed assessment criteria that could be used for longer term assessment of direct performance. Van der Vleuten et al. (Best Pract Res Clin Obstetr Gynaecol. 2010;24(6):703‐719) define longer term direct assessment methods as assessment that occurs over a period ranging from weeks to even years and involves multiple assessment methods and exposure to the learner's work over an extended period.ResultsThis experience report describes the content of the LHS Competency Assessment. For each domain and competency, the assessment lists examples of evidence to support expertise at each level of proficiency: no exposure; foundational (awareness/understanding); emerging (early application); and proficient (application with a high level of skill). Trainees begin with baseline standard assessment tables, where they can indicate no exposure or mark the foundational and emerging skills with which they have competence. For domains where foundational and emerging skills have been achieved, users can move on to assessment tables that list evidence of proficiency.ConclusionThe LHS Competency Assessment offers consistent, graded criteria across the seven LHS domains to guide trainees and mentors to evaluate progress from no experience to foundational knowledge, emerging proficiency, and proficiency. The assessment can also be used to design training and mentoring for those newly exposed to LHS science and for those with key expertise who wish to expand LHS expertise.

Effect of Sustained Interventions from Infancy to Toddlerhood in Children with Cleft Lip and Palate for Preventing Early Childhood Caries

The study aimed to evaluate the effectiveness of sustained interventions in children with cleft lip and palate (CLP) for preventing early childhood caries (ECC). This prospective, nonrandomized interventional cohort study was conducted in infants aged 0–12 months with congenital CLP. Interventions were given to parents/primary caregivers in the form of combined oral health-care measures (sterile wet gauze piece, finger brush, toothbrush, and toothpaste) by a motivational interviewing approach. Education of primary caregivers on oral hygiene was provided by audiovisual aids and demonstration. Reinforcement of the prescribed regimen was done through daily short message services in caregivers’ preferred language and bimonthly telephone calls. Participants were followed up for 9–32 months from the time of recruitment, with a mean period of 18.3 ± 5.1 months. Rates of dental caries were represented as prevalence rates, incidence density, and transitional probability. The distribution of the International Caries Detection and Assessment System (ICDAS) scores on different tooth surfaces affected in the intervention group was compared descriptively with that of the age- and sex-matched historical control groups. On analysis of surface-wise distribution of the ICDAS scores in the intervention group (n = 1,919), 1.2% (n = 24) had noncavitated lesions (ICDAS codes 1 and 2), 0.88% (n = 17) had cavitated lesions (ICDAS codes 3–6), and 0.26% (n = 5) had both cavitated and noncavitated lesions (ICDAS codes 1–6). The incidence density of caries-affected children observed at the first and last follow-ups was 1.2 persons/100 person-months and 1.3 persons/100 person-months of observation, respectively. The incidence density of new caries-affected tooth surfaces at the first and last follow-ups was 0.163 surfaces/100 surface-months and 0.062 surfaces/100 surface-months, respectively. Maxillary first molars had the maximum transition from sound to the cavitated lesion (11.5%), followed by maxillary incisors from sound to noncavitated (7.5%) at the last follow-up. Based on the newly developed assessment criteria in our study, sustained interventions proved to be significantly effective in preventing ECC in children with CLP.

060 Challenging the current assessment criteria for scoring central sleep apnea at altitude

Abstract Introduction Sleep disordered breathing comes in two forms: obstructive and central sleep apnea (SA). Obstructive sleep apnea (OSA) is caused by upper airway collapse during sleep, and is associated with increases in morbidity and mortality. Conversely, central sleep apnea (CSA) results from increases in respiratory chemosensitivity to blood gas challenges in the context of high-altitude ascent. CSA increases in severity and apneas shorten in duration with higher ascent and/or time spent at altitude. Although both types of SA are characterized by intermittent periods of apnea and hyperventilation, the underlying mechanisms and phenotypes between OSA and CSA are different. A universal scoring system for the two types of context-dependent SA may lead to errors in quantification. The American Association of Sleep Medicine (AASM) developed assessment criteria for SA, which are universally-utilized for all types of SA to quantify an apnea-hypopnea index (AHI; events/hour), where apneas are scored as cessation of breathing ≥10-sec. We aimed to assess the effect of reducing the apnea-detection threshold (ADT) to <10-sec to quantitatively assess the extent that a shorter ADT affects the scoring of AHI in the context of high-altitude ascent, where CSA is universal. Methods We assessed CSA using portable polysomnography (ApneaLink, ResMed) during ascent to 5160m in the Nepal Himalaya over 10 days in 15 healthy participants. Files were archived digitally for later analysis using automated scoring software (ApneaLink Reporting Software, ResMed). We quantified and compared AHI using AASM criteria (i.e., 10-sec ADT) and a shorter 5-sec ADT. Results AHI was 3.9±4.1 events/hour at 1045m prior to ascent, with AHI increasing to 37.5±32.8 events/hour (P<0.0001) at 5160m after 10 days of incremental ascent using AASM criteria (i.e., 10-sec ADT). When the ADT was reduced to 5-sec at 5160m, AHI was increased to 61.6±38.1 (+61%; P=0.0002). Conclusion This preliminary report suggests that the AASM criterion for scoring apneas, which is broadly applied to OSA at low altitude, may underestimate the assessment and quantification of CSA with ascent to and prolonged stays at high altitude. Development of distinct assessment criteria for OSA and CSA may be warranted. Support (if any) Natural Science sand Engineering Research Council of Canada

Teacher reflections on implementing a learning cycle in EFL writing classes

This action research study began with classroom observations of a learning cycle informed English as a Foreign Language writing class (referred to as the first learning context) for the purposes of creating a general how-to guide for implementing a learning cycle within a writing course. The guide was then implemented in a writing skills class in a different educational context (referred to as the second learning context). A learning cycle was introduced to help learners become more accustomed to peer-editing, giving peer feedback, performing self-assessments and being more critical of their own work. It was found that the learning cycle functioned very differently in the second learning context and not entirely as intended, despite modifications that were made to account for differences between the two learning contexts. Teacher reflections revealed that differences between the reasons for using a learning cycle, assumptions about the similarities between learning contexts (the two courses and their content), decisions regarding changes to the second contexts’ learning materials, differences in student population and other unforeseen differences affected how the learning cycle operated. Critical interactions with sample performance writing texts, the provision or collaborative development of assessment criteria and feedback prompts for peer-editing, materials which support reflection on each task and at the end of the course, and additional class time spent on reflective discussion are all identified as key components of a learning cycle when used in an EFL writing class. The reflections also revealed that learning cycles can have utility when applied to contexts vastly different to those from where they were developed. Recommendations and suggested supporting resources for teachers interested in implementing learning cycles within their own contexts are provided.

INTEGRITY IN THE ASSESSMENT OF MANAGEMENT PERSONNEL OF THE ORGANIZATION

The paper considers the complex factors in the assessment of the managerial staff of the organization.The main components of the mechanism for improving the forms and methods of stimulating the work of managerialpersonnel through the development of an effective methodology for evaluating their work are disclosed. Theassessment of the work of management personnel must be approached, first of all, from the perspective ofcomplexity, which means the fact that the factors that have a final impact on work efficiency must be structured inthe form of an algorithm that can clearly and efficiently give assessment criteria that are understandable to allrespondents. The developed algorithm for evaluating managerial personnel is based on two components: theformation of criteria according to the requirements of the industry specifics and the compliance with theserequirements of the manager’s professional qualities. The development of assessment criteria is based on three mainareas: personal data, professional skills and needs of the industry.

Development and Application of Performance Assessment Criteria for Next-Generation Sequencing-Based HIV Drug Resistance Assays.

Next-generation sequencing (NGS)-based HIV drug resistance (HIVDR) assays outperform conventional Sanger sequencing in scalability, sensitivity, and quantitative detection of minority resistance variants. Thus far, HIVDR assays have been applied primarily in research but rarely in clinical settings. One main obstacle is the lack of standardized validation and performance evaluation systems that allow regulatory agencies to benchmark and accredit new assays for clinical use. By revisiting the existing principles for molecular assay validation, here we propose a new validation and performance evaluation system that helps to both qualitatively and quantitatively assess the performance of an NGS-based HIVDR assay. To accomplish this, we constructed a 70-specimen proficiency test panel that includes plasmid mixtures at known ratios, viral RNA from infectious clones, and anonymized clinical specimens. We developed assessment criteria and benchmarks for NGS-based HIVDR assays and used these to assess data from five separate MiSeq runs performed in two experienced HIVDR laboratories. This proposed platform may help to pave the way for the standardization of NGS HIVDR assay validation and performance evaluation strategies for accreditation and quality assurance purposes in both research and clinical settings.

JUDGING THE JUDGES: EXAMINING SUPERVISORS ASSESSMENT OF UNOBSERVABLE SKILLS IN DEVELOPED EFL TEACHING PRACTICE MODEL

This qualitative descriptive case study reflects the researcher's experience, as a Teaching Practice (TP) Co-ordinator at the Libyan Faculty of Education Tripoli (FET), in developing and examining academic supervisors’ implementation of an innovative TP Assessment Model for EFL trainees. Previous assessment lacked accuracy and comprehensiveness and relied solely on assessing behavioural observable skills. The new TPAM incorporates, for the first time at FET, Unobservable Skills Assessment through supporting documents that supervisors use to assess trainees’ skills in classroom observation, feedback provision, self-reflection, and reporting on TP experience, all of which comprise a Teaching Practice Portfolio (TPP). The study focuses on a key concern: (1) How to develop existing assessment criteria in an objective and comprehensive manner embracing both observable and unobservable skills. Two operational sub-questions emerged: (2) How would the supervisors’ implement the Unobservable Skills Assessment in the TPAM; (3) How would trainees respond to Unobservable Skills Assessment criteria? Data were collected through quantitative analysis of the supporting documents; semi-structured interviews with seven supervisors involved; focus group discussions with trainee teachers. The findings show that while the supervisors were satisfied with the developed assessment criteria, their overall performance in implementing the Unobservable Skills Assessment was poor; besides a lack of immediate feedback provision after school visits, the supporting documents for unobservable skills were not fully executed. Only two supervisors out of seven demonstrated acceptable adherence to the model requirements. Some trainees had reservations regarding the extra workload required in carrying out self-reflections and in writing reports of TP experience; others considered the criterion of professional development outlook inconsequential during initial teacher training.

An Index of Aquiclude Destabilization for Mining-Induced Roof Water Inrush Forecasting: A Case Study

Aquiclude plays a critical role in the occurrence of mining-induced roof water inrush in underground coal mines. This paper proposes an assessment index for the evaluation of aquiclude stability and a threshold value of water inrush from the roof, based on a case study of roof water inrush accidents in Cuimu coal mine, China. The relation between roof water inrush and water level variation in the aquifer, and the characteristics of aquiclude deformation, were studied in this assessment. Using the developed assessment criteria, the likelihood of roof water inrush was categorized into different risk levels, which were followed by a proposal for roof water inrush control measures. The main findings of this study are: a) in Cuimu coal mine, the waterbody in the bed separation between the upper aquifer and the aquiclude directly causes the inrush, and inrush occurs after the water level declines in the aquifer; b) tension-induced horizontal strains of aquiclude can be regarded as the index to evaluate the stability of aquiclude affected by underground coal mining—roof water inrush occurs when the maximum horizontal strain reaches a threshold of 10mm/m—c) based on the critical mining height for aquiclude instability, and the different thicknesses of barrier layers, high-risk zones are identified and inrush controls are proposed.

A purpose-led approach towards the development of competency frameworks

ABSTRACT The concept of ‘competence’ has gained traction in recent years because of its power in informing broader educational objectives, such as readiness for transition to later educational stages. The responsibility for developing competencies in learners is increasingly laid onto educational institutions via accountability arrangements. As a result, competency frameworks are value-laden and motivated by interrelated purposes including construct definition, the development of assessment criteria, and workplace readiness. The present article introduces a methodological approach for constructing a competency framework that accounts for these underpinning motivations. The present article first introduces three binary distinctions that developers can utilise in making structural decisions on a competency framework: binary vs continuum; atomistic vs holistic, and context-specific vs context-general. We argue that decisions made by developers in terms of the three binary distinctions influence their additional responsibilities in order to achieve a high degree of utility for practitioners using a competency framework. The decisions regarding framework purpose and its structural features inform the alignment between the intended constructs being targeted and a framework’s use. The present article then focuses on a worked example in relation to one competency area that commonly resides within a competency framework – collaboration. We conclude that conceptual and structural alignment can help inform a competency framework’s validation process, by enabling more specific usage claims to be articulated that can form the basis of empirical analysis.

Evidence-Based Process for Prioritizing Positive Behaviors for Promotion: Zika Prevention in Latin America and the Caribbean and Applicability to Future Health Emergency Responses.

Since the 2015 Zika outbreak in Latin America and the Caribbean, a plethora of behavior change messages have been promoted to reduce Zika transmission. One year after the United States Agency for International Development (USAID) initiated its Zika response, more than 30 variants of preventive behaviors were being promoted. This situation challenged social and behavior change (SBC) programming efforts that require a coordinated response and agreed upon set of focus behaviors to be effective. To support USAID implementing partners in harmonizing prevention efforts to reduce Zika infection, we developed an evidence-based process to identify behaviors with the highest potential to reduce Zika infection and transmission. We compiled a full list of behaviors and selected the most promising for a full evidence review. The review included systematic keyword searches on Google Scholar, extraction of all relevant published articles on Aedes-borne diseases between 2012 and 2018, review of seminal papers, and review of gray literature. We examined articles to determine each behavior's potential effectiveness in preventing Zika transmission or reducing the Aedes aegypti population. We also developed assessment criteria to delineate the ease with which the target population could adopt each behavior, including: (1) required frequency; (2) feasibility of the behavior; and (3) accessibility and cost of the necessary materials in the setting. These behaviors were refined through a consensus-building process with USAID's Zika implementing partners, considering contextual factors. The resulting 7 evidence-based preventive behaviors have high potential to strengthen SBC programming's impact in USAID's Zika response: (1) apply mosquito repellent, (2) use condoms during pregnancy, (3) remove standing water, (4) cover water storage containers, (5) clean/remove mosquito eggs from water containers, (6) seek antenatal care, and (7) seek family planning counseling. This case study documents a flexible process that can be adapted to inform the prioritization of behaviors when there is limited evidence available, as during many emergency responses.

РОЗВИТОК ІНТЕЛЕКТУАЛЬНОГО ПІДПРИЄМНИЦТВА ЗАКЛАДУ ВИЩОЇ ОСВІТИ

The identification of the nature of intellectual entrepreneurship in institutions of higher education has enabled to justify its specific principles, map the key problems of intellectual entrepreneurship development in Ukrainian universities and outline the pathways to their solution. The paper offers a concept of innovative entrepreneurship in institutions of higher education based on commercialization of intellectual activity results (IAR) viewed as a separate type of activity aimed at creation and realization of the commercial potential of university R&D results which relies on its own principles and is ensured through specific instruments within the University's infrastructure and is implemented in unique organizational forms. To ensure the implementation of the suggested organizational and economic mechanism, the content, principles and objectives of infrastructural support for commercialization of intellectual activity results in institutions of higher education have been developed. The heart of the organizational model for commercialization of IAR in institutions of higher education is an engineering centre. A multi-project mechanism for managing the commercialization of IAR in institutions of higher education has also been proposed, the core of which is a permanent project office operating within the engineering centre with engaged cross-functional teams on commercialization and respective project organizational structures to promote the entry of innovative products based on advanced developments of institutions of higher education into the market. The use of the developed assessment criteria for evaluating the innovation and commercial potentials of intellectual activity results facilitates a reasonable selection of intellectual activity results for commercialization (subject to their innovative and commercial potential assessment) along with providing an objective comparison of IAR and innovative products by various criteria combinations to set the priorities and make rational decisions in the area of financing and resourcing which enhances the overall efficiency of innovation activities and intellectual entrepreneurship performance in institutions of higher education.

Qualitative Description of Spatial Quality in Inclusive Architecture.

Universal design (UD) has gained global significance and is in the process of institutionalisation in the Nordic Region. This is despite an urgent necessity for developing the theoretical basis and practical applicability of UD. Reflecting this need for furthering the comprehensive understanding of spatial implication of UD, this paper aims to contribute for articulating a means to assess the quality of UD in architecture. Drawing upon numerous cases from research conducted at the Danish Building Research Institute, the paper focuses on sensory aspects of spatial quality, and discusses as well as reflects an applied method for producing the qualitative description of selected buildings that embody UD through creative solutions. The qualitative description of collected examples appears to be effective in delineating sensory aspects of spatial experience; however the systematic development of assessment criteria is essential in order to support students and designers to make responsible decisions in shaping built environments that are accessible and inclusive but also enjoyable.

A Study on Logistics Cluster Competitiveness among Asia Main Countries using the Porter's Diamond Model

ABSTRACT Measurement and discussions of logistics cluster competitiveness with a national approach are required to boost agglomeration effects and potentially create logistics efficiency and productivity. This study developed assessment criteria of logistics cluster competitiveness based on Porter's diamond model, calculated the weight of each criterion by the AHP method, and finally evaluated and discussed logistics cluster competitiveness among Asia main countries. The results indicate that there was a large difference in logistics cluster competitiveness among six countries. The logistics cluster competitiveness scores of Singapore (7.93), Japan (7.38), and Hong Kong (7.04) are observably different from those of China (5.40), Korea (5.08), and Malaysia (3.46). Singapore, with the highest competitiveness score, revealed its absolute advantage in logistics cluster indices. These research results intend to provide logistics policy makers with some strategic recommendations, and may serve as a baseline for further logistics cluster studies using Porter's diamond model.

A systematic literature review of open source software quality assessment models

Background Many open source software (OSS) quality assessment models are proposed and available in the literature. However, there is little or no adoption of these models in practice. In order to guide the formulation of newer models so they can be acceptable by practitioners, there is need for clear discrimination of the existing models based on their specific properties. Based on this, the aim of this study is to perform a systematic literature review to investigate the properties of the existing OSS quality assessment models by classifying them with respect to their quality characteristics, the methodology they use for assessment, and their domain of application so as to guide the formulation and development of newer models. Searches in IEEE Xplore, ACM, Science Direct, Springer and Google Search is performed so as to retrieve all relevant primary studies in this regard. Journal and conference papers between the year 2003 and 2015 were considered since the first known OSS quality model emerged in 2003.ResultsA total of 19 OSS quality assessment model papers were selected. To select these models we have developed assessment criteria to evaluate the quality of the existing studies. Quality assessment models are classified into five categories based on the quality characteristics they possess namely: single-attribute, rounded category, community-only attribute, non-community attribute as well as the non-quality in use models. Our study reflects that software selection based on hierarchical structures is found to be the most popular selection method in the existing OSS quality assessment models. Furthermore, we found that majority (47%) of the existing models do not specify any domain of application.ConclusionsIn conclusion, our study will be a valuable contribution to the community and helps the quality assessment model developers in formulating newer models and also to the practitioners (software evaluators) in selecting suitable OSS in the midst of alternatives.

Didactic Terminology Operated by Russian Future and Practicing Teachers: Comparative Analysis

This article contains results of studies and comparisons of conceptual competence in didactics demonstrated by 115 students – future and currently practicing teachers. The article gives an insight into conceptual competence in didactics in terms of strength of mastering the didactic knowledge, structuring this knowledge when solving didactic problems and the ability to freely operate didactic concepts when stating new problems associated with learning process organization and assessment of its results. The article describes the study procedure based on analysis of definitions of didactic concepts (a total of 3487 definitions were processed), 353 concept maps, as well as statements of problems in the educational field (a total of 400 statements were analyzed). The level of conceptual competence in didactics possessed by Russian students and teachers with different educational specialization (primary school, humanitarian sciences, natural sciences, supplementary education) is identified and assessed based on the developed assessment criteria, and the nature of relationship between the level of demonstration of such competence and sources and means of renewing and acquiring didactic information when encountering difficulties.

A Scoping Review of Empirical Research Relating to Quality and Effectiveness of Research Ethics Review.

BackgroundTo date there is no established consensus of assessment criteria for evaluating research ethics review.MethodsWe conducted a scoping review of empirical research assessing ethics review processes in order to identify common elements assessed, research foci, and research gaps to aid in the development of assessment criteria. Electronic searches of Ovid Medline, PsychInfo, and the Cochrane DSR, ACP Journal Club, DARE, CCTR, CMR, HTA, and NHSEED, were conducted. After de-duplication, 4234 titles and abstracts were reviewed. Altogether 4036 articles were excluded following screening of titles, abstracts and full text. A total of 198 articles included for final data extraction.ResultsFew studies originated from outside North America and Europe. No study reported using an underlying theory or framework of quality/effectiveness to guide study design or analyses. We did not identify any studies that had involved a controlled trial - randomised or otherwise – of ethics review procedures or processes. Studies varied substantially with respect to outcomes assessed, although tended to focus on structure and timeliness of ethics review.DiscussionOur findings indicate a lack of consensus on appropriate assessment criteria, exemplified by the varied study outcomes identified, but also a fragmented body of research. To date research has been largely quantitative, with little attention given to stakeholder experiences, and is largely cross sectional. A lack of longitudinal research to date precludes analyses of change or assessment of quality improvement in ethics review.

Дополнительная общеобразовательная программа «Школа юного экскурсовода»

Civil and patriotic education is a priority of education at the present stage of society development. Traditional forms of work (lectures, lesson, class hours) does not allow to generate inner attitude in students, so the new methods and techniques, providing an active position of schoolchildren and experience of socially approved independent work, are in necessity. Excursions in the school museum conducted by trainees can be regarded as a form of such work. But the organization of excursions or preparation of the exhibition requires forming of appropriate competences in schoolchildren. Teachers working in this area have experienced a number of scientific and methodological, methodical and organizational difficulties. The temporary creative team has analyzed existing practices in this field, has taken into account the shortcomings, and has used the best practices of educational institutions. The methodology and technology training of tour guides for museums in educational organizations are summarized in the program "Young Tour Guide School".
 The article presents additional educational program for school museums tour guides, developed by experts of Center for children and youth tourism and excursions in Yaroslavl region, staff of Agency for Tourism in Yaroslavl region, and scientists from leading universities of Yaroslavl. The program includes curriculum, methodical and didactic support. The authors have developed assessment criteria of the effectiveness of this educational program, which allows monitoring the educational activity. The article describes two possible models of implementation of the program and outlines the prospects for its development and improvement.
 Additional educational program "Young Tour Guide School", submitted in the article, has been tested and has proven its effectiveness for the formation of experience of independent public action of students. 

Risk assessment in prospective performance prediction for subcontractors

This paper suggests predicting and comparing prospective performances of subcontractors for better allocation of resources prior to the commencement of the construction phase of a project. A plausible way is to calculate the expected value (i.e. mean value) using the past performance data. Using past data to predict the future, however, incurs a certain degree of risk. In order to increase the accuracy of estimation, risk assessment should be incorporated. Therefore, this paper introduces a method, which is simple to use. The method consists of seven major steps: (1) identification of the risk assessment problem; (2) development of assessment criteria and associated scales; (3) specification of the time horizon of interest; (4) collection of data from subcontractors; (5) application of risk possibility assessment; (6) construction of the risk profile and (7) response to risks based on management preferences. An example is demonstrated to illustrate how risk assessment can be incorporated into predicting and comparing subcontractors’ performances. The bootstrap method has been introduced for obtaining more accurate estimates when a small sample is used.