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Development of Mathematical Literacy Evaluation Model / การพัฒนารูปแบบการประเมินการรู้คณิตศาสตร์
No full textการวิจัยครั้งนี้มีวัตถุประสงค์ เพื่อพัฒนารูปแบบการประเมินการรู้คณิตศาสตร์ สำหรับนักเรียนระดับการศึกษาขั้นพื้นฐาน วิธีดำเนินการวิจัย แบ่งออกเป็น 4 ขั้นตอน คือ 1) สร้างองค์ประกอบและตัวบ่งชี้การประเมินการรู้คณิตศาสตร์ สำหรับนักเรียนระดับการศึกษาขั้นพื้นฐาน 2) สร้างและตรวจสอบคุณภาพของรูปแบบการประเมินการรู้คณิตศาสตร์ สำหรับนักเรียนระดับการศึกษาขั้นพื้นฐาน 3) ทดลองใช้เครื่องมือประเมินการรู้คณิตศาสตร์สำหรับนักเรียนระดับการศึกษาขั้นพื้นฐาน 4) ประเมินรูปแบบการประเมินการรู้คณิตศาสตร์สำหรับนักเรียนระดับการศึกษาขั้นพื้นฐาน ผลการวิจัย พบว่า1. องค์ประกอบและตัวบ่งชี้การประเมินการรู้คณิตศาสตร์ของนักเรียนระดับการศึกษาขั้นพื้นฐาน ประกอบด้วย 4 องค์ประกอบหลัก 21 ตัวบ่งชี้ ได้แก่ องค์ประกอบที่ 1 การแก้ปัญหาคณิตศาสตร์ในสถานการณ์โลกจริงมี 6 ตัวบ่งชี้ องค์ประกอบที่ 2 ความรู้ในเนื้อหาทางคณิตศาสตร์ มี 4 ตัวบ่งชี้ องค์ประกอบที่ 3 สมรรถนะทางคณิตศาสตร์ในการแก้ปัญหา มี 8 ตัวบ่งชี้ และองค์ประกอบที่ 4 กลุ่มของสมรรถนะคณิตศาสตร์ในการแก้ปัญหา มี 3 ตัวบ่งชี้2. รูปแบบการประเมินการรู้คณิตศาสตร์ มีความเหมาะสมและมีความเป็นไปได้ในการนำไปใช้อยู่ในระดับมากขึ้นไปทุกองค์ประกอบ รูปแบบมีลักษณะเป็นโครงสร้างที่สัมพันธ์กัน 8 องค์ประกอบ ประกอบด้วย 1) วัตถุประสงค์การประเมิน 2) สิ่งที่มุ่งประเมิน 3) วิธีการประเมิน 4) ผู้มีส่วนเกี่ยวข้องกับการประเมิน 5) เวลา/สถานที่ประเมิน 6) การจัดเก็บข้อมูลการประเมิน 7) เกณฑ์การตัดสินผลการประเมินและ 8) การเขียนรายงานการประเมิน3. ผลการทดลองใช้เครื่องมือในการประเมินการรู้คณิตศาสตร์ของนักเรียนที่สร้างขึ้น พบว่า เครื่องมือมีค่าความยากอยู่ระหว่าง 0.50-0.79 และค่าอำนาจจำแนกอยู่ระหว่าง 0.21-0.26 มีค่าความเชื่อมั่น 0.96 ผลการวิเคราะห์องค์ประกอบเชิงยืนยัน (Confirmatory Factor Analysis) มีความตรงเชิงโครงสร้างตามองค์ประกอบและตัวบ่งชี้การประเมินการรู้คณิตศาสตร์ทุกองค์ประกอบ ค่าไค-สแควร์ มีค่าเท่ากับ 183.23 และมีค่าความน่าจะเป็นที่เหตุการณ์จะเกิดขึ้น ถ้าสมมุติฐานหลักเป็นจริงเท่ากับ 0.05 (p = 0.05) ที่องศาอิสระเท่ากับ 154 (df = 154) ค่าดัชนีวัดระดับความกลมกลืน มีค่าเท่ากับ 0.95 (GFI = 0.95) และดัชนีวัดระดับความกลมกลืนที่ปรับแก้แล้ว มีค่าเท่ากับ 0.92 (AGFI = 0.92) ค่าดัชนีรากกำลังสองของเศษเหลือมีค่าเท่ากับ 0.01 (RMR = 0.01) และค่าดัชนีกำลังสองของความคลาดเคลื่อน เท่ากับ 0.02 (RMSEA=0.02)4. รูปแบบการประเมินการรู้คณิตศาสตร์ สำหรับนักเรียนระดับการศึกษาขั้นพื้นฐาน พบว่า มีความเป็นประโยชน์ ความเป็นไปได้ ความเหมาะสมและความถูกต้อง ต่อการนำไปใช้ในการประเมินการรู้คณิตศาสตร์ สำหรับนักเรียนระดับการศึกษาขั้นพื้นฐานในระดับมากที่สุด คำสำคัญ: การพัฒนารูปแบบ การประเมินการรู้คณิตศาสตร์ การรู้คณิตศาสตร์ AbstractThe purpose of this study was to develop the Mathematical Literacy evaluation model for students in basic education. The research method consisted of four phases: 1) Developing factors and indicators of the Mathematical Literacy evaluation model for students in basic education, 2) Developing and validating the Mathematical Literacy evaluation model for students in basic education, 3) Implementing /Trying out the Mathematical Literacy evaluation model for students in basic education, 4) Evaluating the Mathematical Literacy evaluation model for students in basic education.The results of this study showed that:1. The factors and the indicators of the Mathematical Literacy evaluation model for students in basic education consisted of 4 factors which including 21 indicators: The first factor was the mathematical problem solving in a real world situation including 6 indicators. The second factor was the in mathematics content knowledge including 4 indicators. The third factor was the mathematical competency in problem solving including 8 indicators and the last factors was the cluster of mathematical competency in problem solving which including 3 indicators.2. The Mathematical Literacy evaluation model was appropriate and feasible to implement at high level. The model contained 8 factors which were 1) Evaluation Objectives 2) Evaluation Objects 3) Evaluation Methods 4) Evaluation Participants 5) Evaluation time and site 6) Data Collection 7) Evaluation Criteria 8) Evaluation Report.3. The results of the implementation of the Mathematical Literacy evaluation instrument were found that the difficulty is between 0.50–0.79, the discriminations is between 0.21-0.26 and the reliability was 0.96. The results from confirmatory factor analysis indicated that the instrument are valid with a chi-square of 183.23, p-value of 0.05 (p = 0.05), a degrees of freedom of 154 (df = 154), GFI = 0.95, AGFI = 0.92, RMR = 0.01 and RMSEA = 0.024. The Mathematical Literacy evaluation model for students in basic education was useful, feasible, appropriate and accurate to implement the Mathematical Literacy evaluation model for students in basic education at highest level. Keywords: Development Evaluation Model, Evaluation of Mathematical Literacy, Mathematical Literac
Organizational Commitment of University Staff and Lecturers: A Case Study of Mahamakut Buddhist University
No full textOrganizational commitment is a positive feeling of employees towards their organization. Employees with high organizational commitment will contribute their effort and work to achieve the goals and objectives of organization; they are the most important part to the success of an organization. The purposes of this research were: (1) to study an organizational commitment of university staff and lecturers; (2) to find a difference in organizational commitment of university staff and lecturers classified by demographic profile; (3) to find a relationship between factors influencing organizational commitment and organizational commitment of university staff and lecturers; and (4) to find the most important factors influencing organizational commitment of university staff and lecturers. The population and samples in this study were 212 participants who were staff and lecturers of Mahamakut Buddhist University. The results of the study showed that, in total, an organizational commitment of university staff and lecturers can be interpreted as highly committed. In particular, university staff and lecturers are highly committed to maintaining organizational reputation, followed by job satisfaction, maintaining organizational citizenship, and accepting and following the rules and regulations of organization respectively. The results of hypothesis testing showed that university staff and lecturers differing in gender and educational level had no different organizational commitment. University staff and lecturers differing in age group, marital status, monthly income, and work experience had different organizational commitment. There was a positive relationship between factors influencing organizational commitment and organizational commitment of university staff and lecturers. Job security was the most important factor influencing organizational commitment, followed by happiness at workplace, co-worker relationship, and benefits and compensation respectively. Recommendations for this research are as follows: The university should encourage staff and lecturers to fully express their knowledge and potential beneficial to improve their work performance. The university should explain the reasons to staff and lecturers if rules and regulations have to be changed appropriately for the growth and development of the university; by this way, staff and lecturers will be satisfied with changes in rules and regulations of the university respectively. In addition, the university should consider benefits and compensations as the main factors for staff and lecturers to work in the university over the long run. Keywords: Education, Organizational Commitment, University Staff and Lecturer
Annual Report on European SMEs 2014 / 2015:SMEs start hiring again
No full textThis report provides an overview of the past and forecasted performance of SMEs from 2008 to 2016, and reviews in greater detail the contribution of SMEs to employment creatio
The evolution of Palaeolake Flixton and the environmental context of Star Carr:an oxygen and carbon isotopic record of environmental change for the early Holocene
No full textThis paper presents δ18O and δ13C values from three early Holocene lacustrine carbonate sequences from Palaeolake Flixton in northeastern England. The δ13C values are typical of carbonates precipitating in an open lake system with the exception of samples from the very uppermost parts of these sequences which have values more typical of palustrine or tufaceous carbonates and, therefore, indicate the progressive contraction and shrinkage of the lake system overtime. The δ18O values record an initial increase to an early peak at the onset of the Holocene but a subsequent decline in values of such a magnitude that by ca 8000 yrs B.P. the δ18O value of the precipitated carbonate is consistent with carbonates that precipitated at the end of the Loch Lomond Stadial. The early increase and peak in δ18O values is suggested to reflect the climatic amelioration at the onset of the Holocene, as temperatures progressively rose. The decline cannot be explained by any known temperature shifts, however, this “depletion trend” is seen in several other early Holocene lacustrine records from across the British Isles. This decline is suggested to reflect a shift in the seasonality of precipitation from a more seasonal precipitation regime typical of a “continental” climate, with strong seasonal contrasts in rainfall, to a more “maritime” climate which was characterised by consistent levels of rainfall occurring across the year. The relative timing of human activity at Star Carr suggests human occupation occurred after this isotopic decline under “maritime” rather than “continental” climates
Resilience training in the workplace from 2003 to 2014: A systematic review
No full textOver a decade of research attests to the importance of resilience in the workplace for employee well-being and performance. Yet, surprisingly, there has been no attempt to synthesize the evidence for the efficacy of resilience training in this context. The purpose of this study, therefore is to provide a systematic review of work-based resilience training interventions. Our review identified 14 studies that investigated the impact of resilience training on personal resilience and four broad categories of dependent variables: (1) mental health and subjective well-being outcomes, (2) psychosocial outcomes, (3) physical/biological outcomes, and (4) performance outcomes. Findings indicated that resilience training can improve personal resilience and is a useful means of developing mental health and subjective well-being in employees. We also found that resilience training has a number of wider benefits that include enhanced psychosocial functioning and improved performance. Due to the lack of coherence in design and implementation, we cannot draw any firm conclusions about the most effective content and format of resilience training. Therefore, going forward, it is vital that future research uses comparative designs to assess the utility of different training regimes, explores whether some people might benefit more/less from resilience training, and demonstrates consistency in terms of how resilience is defined, conceptualized, developed, and assesse
Cediranib combined with carboplatin and paclitaxel in patients with metastatic or recurrent cervical cancer (CIRCCa):a randomised, double-blind, placebo-controlled phase 2 trial
No full textBACKGROUND: Patients treated with standard chemotherapy for metastatic or relapsed cervical cancer respond poorly to conventional chemotherapy (response achieved in 20-30% of patients) with an overall survival of less than 1 year. High tumour angiogenesis and high concentrations of intratumoural VEGF are adverse prognostic features. Cediranib is a potent tyrosine kinase inhibitor of VEGFR1, 2, and 3. In this trial, we aimed to assess the effect of the addition of cediranib to carboplatin and paclitaxel chemotherapy in patients with metastatic or recurrent cervical cancer. METHODS: In this randomised, double-blind, placebo-controlled phase 2 trial, which was done in 17 UK cancer treatment centres, patients aged 18 years or older initially diagnosed with metastatic carcinoma or who subsequently developed metastatic disease or local pelvic recurrence after radical treatment that was not amenable to exenterative surgery were recruited. Eligible patients received carboplatin AUC of 5 plus paclitaxel 175 mg/m(2) by infusion every 3 weeks for a maximum of six cycles and were randomised centrally (1:1) through a minimisation approach to receive cediranib 20 mg or placebo orally once daily until disease progression. The stratification factors were disease site, disease-free survival after primary therapy or primary stage IVb disease, number of lines of previous treatment, Eastern Cooperative Oncology Group performance status, and investigational site. All patients, investigators, and trial personnel were masked to study drug allocation. The primary endpoint was progression-free survival. Efficacy analysis was by intention to treat, and the safety analysis included all patients who received at least one dose of study drug. This trial is registered with the ISCRTN registry, number ISRCTN23516549, and has been completed. FINDINGS: Between Aug 19, 2010, and July 27, 2012, 69 patients were enrolled and randomly assigned to cediranib (n=34) or placebo (n=35). After a median follow-up of 24·2 months (IQR 21·9-29·5), progression-free survival was longer in the cediranib group (median 8·1 months [80% CI 7·4-8·8]) than in the placebo group (6·7 months [6·2-7·2]), with a hazard ratio (HR) of 0·58 (80% CI 0·40-0·85; one-sided p=0·032). Grade 3 or worse adverse events that occurred in the concurrent chemotherapy and trial drug period in more than 10% of patients were diarrhoea (five [16%] of 32 patients in the cediranib group vs one [3%] of 35 patients in the placebo group), fatigue (four [13%] vs two [6%]), leucopenia (five [16%] vs three [9%]), neutropenia (10 [31%] vs four [11%]), and febrile neutropenia (five [16%] vs none). The incidence of grade 2-3 hypertension was higher in the cediranib group than in the control group (11 [34%] vs four [11%]). Serious adverse events occurred in 18 patients in the placebo group and 19 patients in the cediranib group. INTERPRETATION: Cediranib has significant efficacy when added to carboplatin and paclitaxel in the treatment of metastatic or recurrent cervical cancer. This finding was accompanied by an increase in toxic effects (mainly diarrhoea, hypertension, and febrile neutropenia)
Identification of loci associated with late-onset psoriasis using dense genotyping of immune-related regions.
No full textBACKGROUND: Chronic plaque psoriasis can be subdivided into two groups according to the age of onset: type 1 (early onset, before 40 years) and type 2 (late onset, at or beyond 40 years). So far, 36 genetic loci have been associated with early-onset psoriasis in genome-wide association studies of white populations, while few studies have investigated genetic susceptibility to late-onset psoriasis. OBJECTIVES: To characterize the genetics underpinning late-onset psoriasis. METHODS: We genotyped 543 cases of late-onset psoriasis and 4373 healthy controls using the Immunochip array, a dense genotyping chip containing single-nucleotide polymorphisms previously associated with autoimmune diseases. Imputation using SNP2HLA and stepwise logistic regression analysis was performed for markers spanning the human leucocyte antigen gene region. RESULTS: Two loci (HLA-C and IL12B) previously associated with early-onset psoriasis showed significant association at a genome-wide threshold in the current study (P <5 × 10(-8)). Six more loci (TRAF3IP2, IL23R, RNF114, IFIH1, IL23A and HLA-A) showed study-wide significant association (P <2·3 × 10(-5); calculated using Genetic type 1 error calculator). Additionally, we identified an association at IL1R1 on chromosome 2q13, which is not associated with early-onset disease. CONCLUSIONS: This is the largest study to date of genetic loci in late-onset psoriasis, and demonstrates the overlap that exists with early-onset psoriasis. It also suggests that some loci are associated exclusively with late-onset psoriasis