Evaluative Judgments Research Articles

Через професійну рефлексію – до професійної креативності у підготовці педагога

The article focuses on the study of the relationship between reflective thinking and creativity in professional pedagogical activity at the stage of training future teachers in higher education. The implementation of this relationship is possible through the formation of the future teacher’s persistent need for purposeful introspection of the positive and negative aspects of the achieved results, assessment of the strengths and weaknesses of one’s position, formulation of conclusions and new conceptual ideas, changes in search criteria, which in general could lead to obtaining new results. The opinion is substantiated that since its appearance in the scientific pedagogical discourse, the concept of reflective thinking has been aimed at increasing the creative potential of a person, stimulated his/her self-evaluation. It has supported thinking about the actions performed and their positive and negative results; and inspired the search for non-standard ways of solving problems for personal and professional development and improvement. M. Wallace’s model of reflective approach in the process of teacher education is analysed from the point of view of how it stimulates pedagogical creativity. It is noted that Ukrainian scientists interpret the concept of pedagogical professionalism somewhat more broadly and attach greater importance to the role of a teacher as a reflective researcher, which stimulates creativity in professional activity. The possibilities of the theory of personal constructs of the American psychologist J. Kelly in the construction of dichotomous evaluative judgments for the interpretation of reality, the formulation of one’s attitude towards it, and its subsequent modification towards achieving a new result and creating a new, improved reality are considered. Some target tasks and corresponding methods of organising the cognitive activity of future teachers are recommended, which can simultaneously provide reflective thinking and contribute to the development of creative professional activity. Keywords: reflective thinking, creativity, teacher training, Wallace’s reflective model of teacher education, Kelly’s theory of personal constructs.

Context-dependent variation of a naming across the euphemism/dysphemism spectrum

The object of the investigation are X-phemisms (euphemisms or/and dysphemisms), i. e. units of affective semantics and polite communication. Euphemisms and dysphemisms that make evaluative judgements and stance taking possible are treated dialectically, as variants of a naming in/through its contextual ambivalence and the relativity of its affective semantics (relationality). The evidential base of the research builds on the findings of theoretical analysis and empirical investigation of context, in which direct and indirect naming identifies with a positive or negative stance taken by the ‘namer’ (i. e. speaker). Theoretical interpretation of the context-dependent variation of a naming is based on the textological analysis of dictionary, functional and occasion-specific euphemism and dysphemism on the level of structural semantics with the use of lexicographical and culturological data as well as the pragmatical parameters of the discourse. Empirical analysis implies putting together observational data from the investigation of the experiential context of communicative actions upon the semantic units in question. The research material is based on the dialogical discourse of the TV show Desperate Housewives. A conclusion is made that X-phemism is a dynamic semantic unit characterized by affective valence and blurred lines between its positive and negative value. On a textuallevel, X-phemism is a contextually ambivalent naming.

Practice narrative on the adaptation and use of a training device for evaluative judgment based on concordance

Practice narrative on the adaptation and use of a training device for evaluative judgment based on concordance

Application of Artificial Intelligence Technology in Power System Stability Assessment

In order to realize power system stability assessment, the author studies a deep Convolutional neural network algorithm for power system operation stability assessment. Combining short-term simulation with neural network prediction to reduce the time required for transient stability analysis can be used in various simulation analysis scenarios. A deep Convolutional neural network algorithm is used to improve the performance of the security system. A deep Convolutional Neural Network (CNN) is used to construct a multi-layer and multi-column neural network to evaluate the stability of electrical networks. The system significantly improves the efficiency of evaluating specific faults, particularly enhancing the specificity of evaluation judgments, and reducing the additional maintenance workload caused by providing stability warnings for the operation status of faultless power grids. The experimental results indicate that, the system has shown certain advantages in terms of sensitivity to the judgment of various types of faults mentioned above, especially improving the sensitivity to other faults with unknown causes, which is 10.8 percentage points higher than the previous system. The smallest difference in the improvement of sensitivity indicators is the sensitivity to ground faults. The previous system reached 95.4%, while this system increased by 3.9 percentage points to 99.3%. It is proved that the deep CNN is applicable to the task of power system operation stability assessment.

Living Happily in the Era of COVID-19: Philosophical and Positive Psychology Intervention in Secondary Education

In the coronavirus pandemic crisis, the mental well-being of adolescents was significantly burdened and, in this context, an innovative school intervention program was applied and its effect was investigated. The program involved a structured 11-weeks-long psycho-educational intervention on a sample of 11 Greek high school students (aged 16-17 years), combining principles of Epicurean and Stoic Philosophy with Positive Psychology techniques, aiming at promoting their mental well-being and the effective management of the psychological effects of the pandemic crisis. A qualitative methodology was used for data collection, including triangulation and data enrichment, self-referential demographic questionnaires, focus group and group interviews, semi-structured individual oral interviews and written descriptions and narratives. Before the intervention, the students’ needs and expectations were investigated through written narratives and, after the intervention, semi-structured individual oral interviews and group interviews recorded their personal experiences and evaluative judgments. The application of positive techniques of meaning in life, optimism, gratitude and the development of positive relationships, combined with a cognitive reconstruction based on the principles of Epicureanism and Stoicism, had beneficial effects on the participating students, including emotional state improvement, mental well-being enhancement, and improved aspects of quality of life, such as subjective health, cognitive and school performance, family and interpersonal relationships. The highlight of the study was the emergence of the supporting role of Philosophy in the effectiveness of the applied techniques of Positive Psychology in the management of the psychological and social impact of the COVID-19 pandemic.

L2 Accentedness and Language Self-Esteem in Foreign Language Learning

Accentedness is associated with listeners’ evaluative judgements, which might affect an L2 speaker’s construction of an image about linguistic self-worth and competence, described as language (L2) self-esteem. This line of inquiry is pursued in the study presented in this paper, which investigates the relationship between L2 self-esteem and the extent to which a learner’s L2 pronunciation differs from a listener’s representation of it – accentedness. The results show that the level of L2 self-esteem correlates with accentedness, and the direction of this correlation is negative (r = -.51). The findings also reveal that the L2 self-esteem levels of the participants whose accentedness is closer to native-like are significantly higher than those of the individuals with strongly accented speech.

Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers’ thinking on these issues is often an under-explored area.
 Purpose. This study aimed to explore EFL instructors’ perceptions and their self-reported practices of product- and process-based WF in the writing context of tertiary education.
 Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product- and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis.
 Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and self-reported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently.
 Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers’ perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.

Synchronization of the Ukrainian criminal legislation with the Charter of Fundamental Rights of the European Union

The article is devoted to clarifying the compliance of the current legislation of Ukraine with the provisions of the Charter of Fundamental Rights of the European Union. The author evaluates the norms of the Constitution of Ukraine from the perspective of the Charter, and then analyzes the completeness of their reflection in the provisions of the Special Part of the Criminal Code of Ukraine. Special attention is paid to human dignity as a priority right recognized by the Charter of Fundamental Rights of the European Union.
 The author agrees with researchers who recognize that the new "philosophy of human rights" is implemented in the Charter, which receives a normative embodiment in the founding documents of the European Union, and supports the proposal to make appropriate changes to the text of the current Constitution of Ukraine.
 The existing incompleteness of the criminal law protection of such a fundamental right as human dignity in Ukrainian legislation has been confirmed.
 Attention is drawn to the practice of the European Court of Human Rights regarding value judgments that cannot be proven in court. It is argued that in such a situation, a person who defends his dignity has the right to express his opinion, assess what happened, with further consideration by the court of the issue of restoring the violated human right in a certain form. And in the presence of evaluative judgments, a person does not lose the right to compensation for damage caused by such judgments. The content, form, direction of such evaluative judgments, their impact on the addressee (the person it concerns), their publicity, etc., are important for the court to make a fair decision.
 The author's suggestions regarding the further improvement of the criminal legislation of Ukraine with the aim of its proper synchronization with the legislation of the European Union are presented. Added additional argumentation regarding the need to criminalize slander and insults with clarification of the expediency of recognizing the relevant components of criminal offenses as material with a consequence in the form of compound damage (moral and material).

Exploring the process of evaluative judgement: the case of engineering students judging intercultural competence

For students to sustain their learning beyond higher education, it is important for them to develop their evaluative judgement. Although the importance of evaluative judgement is well-established, the process through which students make such judgements remains contested. This study explores students’ evaluative judgement process by asking 20 engineering students to evaluate their own intercultural competence and that of other engineers in task-based interviews. The findings reveal that in the process of judgement-making, students negotiate and navigate multiple dimensions, including their ‘knowledge of intercultural competence’, ‘awareness of bias’, ‘attitude towards development’, ‘capability to judge’, ‘action towards improvement’ and ‘identity as assessor’. Building on these findings, the study further reconceptualises evaluative judgement as a negotiated process rather than a capability.

Authenticity in language ideology

Abstract Like many marginalized languages, Chanka Quechua (Peru) lacks community-wide prestige norms associated with standard-language ideology. Formal situations require Spanish, and few speakers are literate in Quechua, so normative speech styles are absent. Speakers’ evaluative judgments do not reference notions of correctness; rather, they value puro ‘pure’ speech and authenticity. This paper explores alternative approaches to accessing sociolinguistic judgments with a study of the variably present uvular phoneme in the past tense /–rqa/ morpheme, as exemplified in the following alternation: (1) ri-r q a-ni ~ ri-ra-ni go-pst-1sg go-pst-1sg ‘I went’ ‘I went’ To contrast speech from sociolinguistic interviews, careful, self-monitored speech is elicited through oral retelling of material presented aurally, rather than in writing. Of 38 participants, rural speakers tend to have higher rates of /q/ than urbanites and reflect idealized puro Quechua. We argue that authenticity guides variation, in place of standard language ideology.

‘I want to be judged on my work, I don’t want to be judged as a person’: Inequality, expertise and cultural value in UK craft

This article focuses on the relationship between inequality, expertise and cultural value in UK professional craft. Drawing on interviews with ethnically diverse women makers, I explore how getting their craft skills recognised and valued as expertise hinders their ability to establish a full-time career in craft. This is because judgements of craft expertise are largely predicated on aesthetic codes and classifications which are historically racialised, gendered and classed. In order to address these exclusionary processes, I argue that expertise in craft, which refers to the practical skills of production and the capacities of the maker, should be more central to evaluative judgements. I draw on Janet Wolff’s work on community evaluation to discuss how evaluative judgements about craft expertise can be less universalizing and instead located within specific contexts and communities. I propose that community evaluation could help to reframe what ideas of craft expertise are and address existing inequalities in the sector.

Improving Dementia Screening in India with Telemedicine and Artificial Intelligence: A Scalable Solution to Address Clinical Gaps in Care

AbstractBackgroundOver 4.4 million people live with Alzheimer’s and related dementia (ADRD) in India. There is significant clinical service gap of 90% and only 1 in 10 patients affected with ADRD in India receives screening, diagnosis, treatment, and care. Combining telemedicine with an “Expert system,” can help evaluate, screen, and triage patients with ADRD and reduce the time to diagnosis. We demonstrate early results from a feasibility study that uses state‐of‐the‐art Artificial Intelligence (AI), data analytics, and a HIPAA‐compliant Telehealth platform to screen patients over 65 years in India for ADRD.MethodWe integrated AI‐based platform and a standardized cognitive test into the telemedicine‐based primary‐care workflow. A primary care provider (PCP) screened every consenting patient aged 65 years and older on a telemedicine platform in India. The screening used an algorithm‐based intake tool, baseline Mini‐Mental Status Exam (MMSE), and clinical judgment of the PCP. We compared the final screening assessment generated by AI with the MMSE evaluation and clinical judgment of PCP for nine patients.ResultsNine patients (4 females, 5 males) in age group of 65‐90 years consented and enrolled in this initial study. Using the intake data as inputs, the AI model predicted MCI in 5 out of 9 patients (55%) and mild ADRD in 4 out of 9 patients (44%). The clinical severity from the tele‐encounter was rated as mild ADRD in 3 out of 9 patients (33%) and no ADRD/Mild Cognitive Impairment in 6 out of 9 patients (66%). Neuropsychological testing with the MMSE demonstrated scores from 24‐30 in 7 out of 9 patients (77%) and <24 in 2 out of 9 patients (22%). The AI model accurately predicted the severity in 6 out of 9 patients (66.6%) of cases.ConclusionIt is feasible to combine AI and telemedicine to improve ADRD screening and clinical service gaps for healthcare delivery in India. AI severity models also demonstrated adequate predictability to triage patients who have cognitive impairment using digital intake data. The accuracy of the AI prediction models may be further improved with supplemental electronic medical data and translating the intake to a local language.

Students’ Scientific Evaluations of Astronomical Origins

Students often encounter alternative explanations about astronomical phenomena. However, inconsistent with astronomers’ practices, students may not be scientific, critical, and evaluative when comparing alternatives. Instructional scaffolds, such as the Model-Evidence Link (MEL) diagram, where students weigh connections between lines of evidence and alternative explanations, may help facilitate students’ scientific evaluation and deepen their learning about astronomy. Our research team has developed two forms of the MEL: (a) the preconstructed MEL (pcMEL), where students are given four lines of evidence and two alternative explanatory models about the formation of Earth’s Moon and (b) the build-a-MEL (baMEL), where students construct their own diagrams by choosing four lines scientific evidence out of eight choices and two alternative explanatory model out of three choices, about the origins of the Universe. The present study compared the more autonomy-supportive baMEL to the less autonomy-supportive pcMEL and found that both scaffolds shifted high school student and preservice teacher participants’ plausibility judgments toward a more scientific stance and increased their knowledge about the topics. Additional analyses revealed that the baMEL resulted in deeper evaluations and had stronger relations between levels of evaluation and post-instructional plausibility judgements and knowledge compared to the pcMEL. This present study, focused on astronomical topics, supports our team’s earlier research that scaffolds such as the MELs in combination with more autonomy-supportive classrooms may be one way to deepen students’ scientific thinking and increase their knowledge of complex scientific phenomena.

Conceptualising difference: a qualitative study of physicians’ views on healthcare encounters with asylum seekers

ObjectivesIn many high-income countries, structural, legal, social and political barriers to adequate healthcare interfere with the ability of health professionals to respond to the healthcare needs of a fluctuating and...

Феномен корпоративного конфликта: понятие, субъекты, интересы

Based on the results of a study of current judicial law enforcement practice, the article examines the phenomenon of corporate conflict. The author compares the basic approaches to the definition of the concept, and highlights the qualifying signs of a corporate conflict. The author highlights the key (generic concept), essential (subjects and relations) and significant (interests) elements of the corporate conflict definition. The operation of this structure in the field of corporate governance, preparation for litigation, actual participation in arbitration proceedings and administrative proceedings is associated with certain applied problems associated with the lack of a definition of this concept not only in the text of the law, but also in the generalizing documents of the highest court country, the substantive discrepancy between the criteria of this institution proposed by judicial practice and the starting (legal) definition of a corporate conflict, the diversity of criteria that provide, in the author’s opinion, an excessively wide fairway for situational and evaluative judgments in the process of assessing evidence of interested parties in corporate discussions, administrative proceedings and litigation disputes. The author emphasizes the openness and intensity of the corporate conflict as qualifying features of its definition, and the author comes to the conclusion that a corporate conflict cannot be considered simply a disagreement of the parties, but only an active confrontation or dispute between the parties. The author separates the corporate conflict from other types of conflicts: operational, organizational, interpersonal and legal. The paper describes the types of possible participants in a corporate conflict. Referring to specific examples from the sphere of domestic arbitration practice, the author pays great attention to the society itself and stakeholders, as independent subjects of a corporate conflict. The author emphasizes the vagueness and ambiguity of some terms that qualify corporate conflict, such as “goals”, “interests”, “motives”. The work reveals the motivational, causal side of a corporate conflict, considers the diversity of interests of the parties that are the subject of a corporate conflict.

Dekodierung der Implizitheit des wertenden Urteils in Komplimenten (am Beispiel der cross-kulturellen Analyse von Gesprächen in männlichen geschlechtshomogenen Gruppen)

AbstractDecoding the implicitness of evaluative judgment in compliments (based on the cross-cultural analysis of conversations in male gender-homogeneneous groups). In this paper, the implicit (anti)compliments within male gender-homogeneneous groups are examined in a contrastive way. After reviewing some findings to the implicit compliments, the paper deals with a case study referring to decoding of implicit positive evaluative judgment, which constitutes a primary illocution of the compliment. The following study examines whether there are certain differences and similarities in the frequency, subject matter and phonological design of implicit (anti)compliments in [the] groups of males with different cultural backgrounds. The study also shows whichcontextualization cuescan contribute to the decoding of the negative evaluative statement in implicit anticompliments.

Individualization of Future Foreign Languages Teacher’s Professional Training in Distance Education Conditions

The year 2019 became a starting point in the educational sector of almost all countries of the European Union. The СOVID-19 pandemics has changed the classical form of learning and teaching to a new, yet unexplored well, distance one. The start of the war in Ukraine on February 24, 2022 made this form of the educational process an integral characteristic of modern education in our independent country. 
 The purpose is to investigate theoretical and practical conceptual foundations of individualization of future foreign languages teacher’s professional training in distance education at the institutions of higher education.
 Methodology. The methods of the educational research context, data collection, data analysis and reporting of the students’ responses were used. Some questionnaires and interviews were used in this study to elicit the answers of different lecturers at Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. We have found that the process of professional training becomes more effective if certain pedagogical conditions of students’ teaching training are created and implemented. The basis for our research was scientific and pedagogical studies relevant to future foreign languages teacher’s professional training in distance education conditions. 
 Results. The essence of the concepts “individualization of professional training”, “distance studying of foreign languages” has been defined. The main tasks of individualization of future foreign languages teacher’s professional training in distance education conditions as well as the readiness of the lecturers and students of the foreign languages faculty for the introduction of distance form of future specialists’ training in foreign philology have been characterized. 
 The main approaches to the training of future specialists in foreign languages and means of adaptation of lecturers and students in the conditions of the distance form of the educational process’ organization have been analyzed. The author also outlined qualitative tools for constructive “teacher-student” communication within the distance training of a future teacher of foreign languages and highlighted ICT tools for training a future teacher in the field of foreign philology.
 It has been determined that individualized distance teaching training is a complex pedagogical phenomenon comprising goals, contents, structures and processes of teaching. It determines the effectiveness of teaching a foreign language and requires a certain degree of learner’s maturity.
 In order to determine the main evaluative judgments of this study, research of various components of distance education and levels of professional training of the future teacher of foreign languages at IHE has been conducted. The analyzed results lead us to the opinion that, despite all its advantages and disadvantages, distance training of the future teacher of foreign languages reflects the modern conditions of the development of Ukrainian education and has taken its place in the educational process of every institution of higher education.
 Conclusions. Distance education allows you to study at home according to a convenient schedule and in the most comfortable conditions. In addition, knowledge control with this form of education can also be carried out in distance – students prepare scientific papers, pass electronic examination tests, take exams for teachers through video conferences, etc. The use of interactive technologies in a foreign language lesson involves an active creative process of cooperation between the teacher and students, and also stimulates cognitive activity during and after the lesson.

Assimilation Effects in Financial Markets

AbstractAn assimilation bias occurs when people’s evaluative judgment is positively influenced by a previously observed signal. We study this effect by examining investors’ appraisal of M&A deals announced 1 day after other firms in the same 1-digit SIC as the merging parties release earnings surprises. Consistent with assimilation effects, acquirers’ M&A announcement stock return initially correlates with the previous day’s earnings surprises. This effect reverses after 1 week. Assimilation generates other distortions as more positive surprises are related to increases in bid competition, takeover premiums, and withdrawn M&As. Evidence from IPOs corroborates the presence of assimilation effects in financial markets.

Світська преса Київської губернії про церковнопарафіяльне шкільництво наприкінці ХІХ – на початку ХХ ст. (на прикладі Уманського повіту)

Th e study aims is to systematize and analyze the publications about church-parochial schooling in the Uman district, which were found in the provincial newspapers «Kievskoe Slovo», «Kievlyanin», «Life and Art» in order to fi nd out the nature of the coverage of the topic by the secular press within the limits of the micro-historical approach. Th e research methodolo- gy involved the use of the principles of historicism, scientifi c objectivity, systematicity and com plexity. Th e article uses such methods as problem-chronological, descriptive, systematization, heuristic-search. Th e scientifi c novelty lies in the fact that the used sources not only expand the range of knowledge about church-parish schooling, but also convey information about critical aspects of the overall positive assessment of this link of education. Having a secular character, the examined provincial newspapers published information from correspondents, which combined offi cial data and echoes of public opinion. Conclusions. In the years of the rise of church-parish schooling, the secular press of the Kyiv province paid attention to this important matter. Th is was due to the improvement of the informational and legal basis of the functioning of this link of the education of the people, the parish schools of the end of the 19th – beginning of the 19th century. 20th century one and a half dozen publications were devoted to only one Uman district. Th eir thematic direction in a generalized form can be defi ned as follows: statistics of the school network, reports on the state of schools based on the results of visits by offi cials, criticism of the methods of auditing schools, the results of student examinations, the care of Orthodox clergy by schools. Publications have value both as sources of information and as a refl ection of evaluative judgments of that time.

Techne-Marxism: Toward a Labor-Oriented Criticism

Curiously, Marxist literary and art criticism often historicizes everything but the artist's labor. This essay articulates "techne-Marxism" as a critical standpoint that locates the ontological core of the artwork in conceptual and technical labor. It posits techne as the materialist substrate of art forms often explained away as part of an ideology of bourgeois taste rather than the proper bedrock of a Marxism that avoids alienating labor in a symptomology of historical structure. Ultimately, the value of techne-Marxism is its ability to synthesize socially objective knowledge about art and the critic's ability to build labor-oriented evaluative judgments out of that knowledge.