Multi-Tier Student Performance Evaluation Model (MTSPEM) with Integrated Classification Techniques for Educational Decision Making

2021 ◽  
Author(s):  
E. S. Vinoth Kumar ◽  
S. Appavu alias Balamurugan ◽  
S. Sasikala
Keyword(s):  
Decision Making ◽  
Performance Evaluation ◽  
Student Performance ◽  
Evaluation Model ◽  
Classification Techniques ◽  
Educational Decision ◽  
Performance Evaluation Model ◽  
Educational Decision Making

Research on the Operating Performance Evaluation of Listed Companies Supplying Water and Gas Based on Factor Analysis

2011 ◽  
Vol 467-469 ◽  
pp. 543-548
Author(s):  
Jun Fei Chen ◽  
Xiao Lan Zhou
Keyword(s):  
Decision Making ◽  
Factor Analysis ◽  
Performance Evaluation ◽  
Evaluation Model ◽  
Operating Performance ◽  
Listed Companies ◽  
Development Potential ◽  
Model Based ◽  
Performance Evaluation Model

The operating performance of listed companies is the comprehensive response on their quality of assets, operating state, development potential and so on. In this paper, evaluating indexes system which was used to evaluate the operating performance was provided combining with the feature of supplying water and gas listed companies in China. The performance evaluation model based on the factor analysis is established. As a case, the performance of 18 listed companies supplying water and gas in China is selected and evaluated. The case shows that the model is effective and can provide a basis for decision-making for enterprises improving management.

Challenging Adultism: Centering Youth as Educational Decision Makers

2020 ◽  
pp. 004208592095913
Author(s):  
Melanie Bertrand ◽  
Maneka Deanna Brooks ◽  
Ashley D. Domínguez
Keyword(s):  
Decision Making ◽  
Urban Schools ◽  
District Level ◽  
Decision Makers ◽  
Youth Of Color ◽  
Urban Settings ◽  
Educational Decision ◽  
Critical Reflexivity ◽  
Educational Decision Making

Research indicates that youth, especially those facing injustice, such as youth of Color in urban settings, are essential participants in educational decision-making. However, due to adultism and intersecting forms of oppression, their inclusion is not the norm. Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that constrains youth’s participation in school- and district-level educational decision-making? We share stories about our experiences in urban schools, considering adultism at the interactional, institutional, and curricular levels. Our implications center on using critical reflexivity to challenge adultism.

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