Gender, Reflected Appraisals, and Labeling: A Cross-Group Test of an Interactionist Theory of Delinquency

Social Forces ◽  
1996 ◽  
Vol 75 (1) ◽  
pp. 145-176 ◽  
Author(s):  
D. J. Bartusch ◽  
R. L. Matsueda
Keyword(s):  
Group Test ◽  
Reflected Appraisals ◽  
Interactionist Theory

Pengembangan E-Modul Biologi Berbasis Potensi Daerah Kerinci pada Materi Plantae dan Animalia

2018 ◽  
Vol 7 (2) ◽  
pp. 1-10
Author(s):  
Miko Pratama ◽  
Asni Johari ◽  
Jefri Marzal
Keyword(s):  
High School ◽  
Senior High School ◽  
Teaching Materials ◽  
Group Test ◽  
The Media ◽  
School Learning ◽  
Biology Learning ◽  
Materials Used ◽  
D Model ◽  
Expert Validation

The lack of Biology teaching materials in senior high school in the Kerinci District has promoted this research. The purpose of this development research is to produce e-modules as teaching materials used by students in Biology subjects. The model used in developing this e-module is the 4-D model, which consists of 4 stages, namely defining, designing, developing, and disseminating. Biology e-modules on plantae and animalia material based on the potential of the Kerinci region were validated by media and material experts. The results of the media expert validation obtained the final percentage of 90% (very valid category) and the material expert validation obtained a percentage of 75% (valid category). From the results of the field test, the teacher responded that the e-modules produced were suitable for use in biology class X high school learning with a percentage of 92.5% (very good category). Furthermore, e-module trials on students obtained responses that the products produced were also proper to be used in biology learning in class X of senior high school. The small group test obtained a score of 85% (excellent category) and the large group test obtained score 78.3% (good category). The use of the developed e-modules in learning resulted in a score of 76.3% (successful category).

Sociologists and the Field in the News: Reflected Appraisals

Contexts ◽  
2008 ◽  
Vol 7 (1) ◽  
pp. 4-5
Author(s):  
Amy Johnson Conner ◽  
Ryan Alaniz
Keyword(s):  
Reflected Appraisals

scholarly journals Measurement of Gem Colour Using a Computer Vision System: A Case Study with Jadeite-Jade

Minerals ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 791
Author(s):  
Sufei Zhang ◽  
Ying Guo
Keyword(s):  
Computer Vision ◽  
Regression Model ◽  
Vision System ◽  
Expert Group ◽  
Group Test ◽  
System A ◽  
Real Objects ◽  
Practical Tool ◽  
Almost All

This paper introduces computer vision systems (CVSs), which provides a new method to measure gem colour, and compares CVS and colourimeter (CM) measurements of jadeite-jade colour in the CIELAB space. The feasibility of using CVS for jadeite-jade colour measurement was verified by an expert group test and a reasonable regression model in an experiment involving 111 samples covering almost all jadeite-jade colours. In the expert group test, more than 93.33% of CVS images are considered to have high similarities with real objects. Comparing L*, a*, b*, C*, h, and ∆E* (greater than 10) from CVS and CM tests indicate that significant visual differences exist between the measured colours. For a*, b*, and h, the R2 of the regression model for CVS and CM was 90.2% or more. CVS readings can be used to predict the colour value measured by CM, which means that CVS technology can become a practical tool to detect the colour of jadeite-jade.

Comparing Direct Versus Indirect Measures of the Pedagogical Effectiveness of Team Testing

2011 ◽  
Vol 33 (3) ◽  
pp. 348-358 ◽  
Author(s):  
Donald R. Bacon
Keyword(s):  
Individual Performance ◽  
Additional Analysis ◽  
Future Research ◽  
Student Surveys ◽  
Substantial Impact ◽  
Group Test ◽  
Indirect Measures ◽  
Direct Measures

Direct measures (tests) of the pedagogical effectiveness of team testing and indirect measures (student surveys) of pedagogical effectiveness of team testing were collected in several sections of an undergraduate marketing course with varying levels of the use of team testing. The results indicate that although students perceived team testing to have a substantial impact on their learning, this pedagogy in fact had no impact on direct measures of learning. In an additional analysis, the performance of the team on the group test was best predicted by the best individual performance on the team. Possible explanations and directions for future research are discussed.

Intelligence as measured by the WAIS and a military draft board group test

1989 ◽  
Vol 30 (4) ◽  
pp. 315-318 ◽  
Author(s):  
E. L. MORTENSEN ◽  
J. M. REINISCH ◽  
T. W. TEASDALE
Keyword(s):  
Group Test ◽  
Military Draft
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