How does social evaluation influence Hot and Cool inhibitory control in adolescence?

The aim of the present study is to examine whether in Hot, i.e., affectively charged contexts, or cool, i.e., affectively neutral contexts, inhibitory control capacity increases or decreases under social evaluation in adolescents and adults. In two experiments, adolescents and young adults completed two Stroop-like tasks under either a social evaluation condition or an alone condition. The social evaluation condition comprised the presence of a peer (Experiment 1) or an expert (Experiment 2) playing the role of an evaluator, while under the alone condition, the task was performed alone. In the Cool Stroop task, participants had to refrain from reading color names to identify the ink color in which the words were printed. In the Hot Stroop task, participants had to determine the emotional expression conveyed by faces from the NimStim database while ignoring the emotion word displayed beneath. The results were similar in both experiments. In adolescents, social evaluation by a peer (Experiment 1) or by an expert (Experience 2) facilitated Hot but not cool inhibitory control. In adults, social evaluation had no effect on Hot or cool inhibitory control. The present findings expand our understanding of the favorable influence of socioemotional context on Hot inhibitory control during adolescence in healthy individuals.

Achieving Evaluation Influence Through Elaboration Likelihood Model-informed Evaluation Product Designs

The ultimate purpose of evaluation is social betterment, which is achieved through evaluation influence. Progress has been made in defining the mechanisms of evaluation influence (Mark & Henry, 2004); however, little research has explored how the design of evaluation products trigger these mechanisms. Sister fields such as persuasion psychology can provide guidance to fill this gap. The Elaboration Likelihood Model, a dual-processing model of persuasion, provides insights into how persuasive information is processed and how this processing impacts attitude formation and behavioral intention (Petty & Cacioppo, 1986). By translating the principles of the Elaboration Likelihood Model, this research explores how various data presentation conventions -- minimalist, embellished, and interactive -- impact evaluation influence. In the first phase of this research, minimalist and embellished data visualization conventions did not result in differences in participant experience of the visualization nor different interpretation or attitudinal outcomes; however, motivation to elaborate significantly impacted both participant experiences and outcomes. Additionally, engagement with the data visualization played a role in how participants processed the evaluation findings, with highly engaged individuals basing their evaluand-specific attitudes on the strength of the evaluation findings. The second phase of this research demonstrated no significant differences in attitude strength and donation behaviors between minimalist and embellished data visualization. Instead, donation behaviors were driven by attitudes formed after reading the evaluation findings and motivation to elaborate. The final experiment found that interactive data presentations promoted elaboration and the formation of attitudes based on the strength of the evaluation findings. Additionally, significant differences in attitude persistence and behavioral intent were found based on the strength of evaluation findings; behavioral intent was additionally impacted by motivation to elaborate and engagement with the data presentation. Finally, donation behaviors were driven by motivation to elaborate, engagement with the data presentation, and evaluand-specific attitudes formed after reading the evaluation findings. The results of this research demonstrate that the design of evaluation products and audience characteristics such as motivation to elaborate can be factors impacting evaluation influence. Based on these findings, evaluation practitioners can promote evaluation influence by seeking out opportunities to design products that increase audience involvement to support elaboration processes. The current research also identifies both risks to and opportunities for increased evaluation influence based on the audiences' level of motivation to elaborate, which provide guidance to evaluation practitioners seeking to maximize their evaluation's impact. More broadly, this research advances new directions for research on evaluation influence by providing empirical evidence for influence pathways, for data visualization research by demonstrating the importance of motivation to elaborate to visualization experience and outcomes, and for research on the application of Elaboration Likelihood Model principles within the context of evaluation

Metrological Analysis of Online Consumption Evaluation Influence Commodity Marketing Decision Based on Data Mining

The data of reviews and ratings in the online market can provide guidance for company’s production and business activities. In this paper, firstly, we build a BP neural network model to help identify “useful consumer reviews.” Then, we use the fuzzy comprehensive evaluation method to identify the most successful and failing goods. Next, we achieve the time series prediction of product reputation by making use of ARIMA model. Finally, we use word segmentation and K-means clustering algorithm to determine whether stars and comments have radiation effects.

Conceções e práticas de avaliação da escrita: formação em São Tomé e Príncipe

<p>Neste artigo analisam-se conceções e práticas relatadas de 19 professores de Língua Portuguesa em São Tomé e Príncipe, como ponto de partida de uma oficina de formação. Numa abordagem qualitativa, privilegiou-se a análise de conteúdo dos dados de diversas fontes (questionário, reflexões em diário de bordo e registos da investigadora). Os principais resultados revelam que o ensino e a avaliação da produção escrita não estão totalmente ausentes das práticas destes professores, mas esta é ocasional e frequentemente não programada, resultando em constrangimentos. Crendo que lacunas de formação dos professores sobre avaliação têm influência nas conceções e práticas, defende-se que a formação contínua, partindo das necessidades dos professores, contribuirá para o seu desenvolvimento profissional.</p><p><strong>Palavras-chave: </strong>Avaliação da Aprendizagem, Escrita, São Tomé e Príncipe, Avaliação Contínua.</p><p> </p><p><strong>Concepciones y prácticas de evaluación de redacción: formación en Santo Tomé y Príncipe</strong></p><p>En este artículo, se analizan las concepciones y prácticas reportadas de 19 profesores de Portugués en Santo Tomé, como punto de partida para un taller de capacitación. En un enfoque cualitativo, el análisis del contenido de datos de diferentes fuentes (cuestionario, reflexiones en el cuaderno de anotaciones diarias y registros de la investigadora) fue privilegiado. Los principales resultados revelan que la enseñanza y la evaluación de la producción escrita no están completamente ausentes de las prácticas de estos profesores, pero son ocasionales y, a menudo, no están programadas, lo que genera limitaciones. Pensando que las lagunas en la formación del profesorado cuanto a la evaluación influyen en las concepciones y prácticas, se argumenta que la formación continuada, basada en las necesidades de los profesores, contribuirá a su desarrollo profesional.</p><p><strong>Palabras clave: </strong>Evaluación del Aprendizaje, Redacción, Santo Tomé y Príncipe, Evaluación Continua.</p><p> </p><p><strong>Concepts and practices of writing assessment: training workshop in Sao Tome and Principe</strong></p><p>In this article, the concepts and reported practices of 19 Portuguese Language teachers in Sao Tome and Principe are analyzed as a starting point for a training workshop. A qualitative approach favored the content analysis of data from different sources (questionnaire, reflections in the logbook and researcher records). The main results reveal that the teaching and assessment of writing are not totally absent from the practices of these teachers. However, they are occasional and often not planned, resulting in constraints. As we believe that gaps in teacher training on evaluation influence concepts and practices, we argue that ongoing training, based on teachers’ needs, will contribute to their professional development.</p><p><strong>Keywords: </strong>Learning Assessment, Writing, Sao Tome and Principe, Continuous Evaluation.</p>

Effect of Tillage Practices on Selected Engineering Properties of Cassava (Manihot esculenta) Tubers

The main objective of this study was to determine the influence of tillage practices on selected engineering properties of cassava tubers. Two field tests were conducted between May 2014 to April 2015 and May 2015 to April 2016. Eight tillage practices utilized for the experiment were coded as; Ploughing + Harrowing (A), Ploughing + Harrowing + Ridging (B), Manual Ridging (C), Minimum Tillage (D), Ploughing + Harrowing + Manual Digging to a depth of 30 cm + Sawdust of 10 cm depth set at the base (E), Ploughing + Harrowing + Ridging + Sawdust of 10 cm depth set at the base (F), Manual Ridging + Sawdust of 10 cm depth put at the base (G) and Manual Digging to a depth of 30 cm + Sawdust of 10 cm depth put at the base (H). TMS 0581 improved cassava variety and two fertilizer rates 622.50 kg/ha and control were used. Randomized Complete Block Design was used. The experiment was 8x2x1 factorial combinations in split-split plot design with three replications. The effect of different treatments on selected engineering properties of cassava tubers were determined. The results showed that Ploughing + Harrowing (A) tillage practice was significantly different from other tillage practices and gave the most suitable selected engineering properties of size 10.53±0.64c cm, surface area 371.15±45.53bc cm2, sphericity 39.26±1.74a cm, roundness 21.40±3.29ab , bulk mass 21.43h kg, coefficient of static friction 2.73±0.06abc, compressive strain at break of 2.16±0.03e mm/mm, compressive load at break of 11698.90±178.71f N, compressive stress at break of 2.72±0.04d MPa, energy at break of 191.62±2.93e J, modulus automatic of 1.89±0.031c MPa, followed by F, G, D, C, E, H and B tillage practices respectively. The study had provided some engineering properties for engineers to develop efficient agricultural machines for handling and processing of fresh cassava tubers. Keywords: Evaluation, influence, tillage practices, engineering properties, cassava tubers.

How does social evaluation influence hot and cool inhibitory control in adolescence?

The aim of the present study is to examine whether in hot, i.e., affectively charged contexts, or cool, i.e., affectively neutral contexts, inhibitory control capacity increases or decreases under social evaluation in adolescents and adults. In two experiments, adolescents and young adults completed two Stroop-like tasks under either a social evaluation condition or a control condition. The social evaluation condition comprised the presence of a peer (Experiment 1) or an adult (Experiment 2) playing the role of an evaluator, while under the control condition, the task was performed alone. In the Cool Stroop task, participants had to refrain from reading color names to identify the ink color in which the words were printed. In the Hot Stroop task, participants had to determine the emotional expression conveyed by faces from the NimStim database while ignoring the emotion word displayed beneath. The results were similar in both experiments. In adolescents, social evaluation by a peer (Experiment 1) or by an adult (Experience 2) facilitated hot but not cool inhibitory control in adolescents. In adults, social evaluation had no effect on hot or cool inhibitory control. The present findings expand our understanding of the favorable influence of socioemotional context on hot inhibitory control during adolescence in healthy individuals.

Advanced professional education for library staff: Criteria for program selection and compromises

The quality of programs in library and information activity offered by various advanced professional training centers are discussed along with the issues and vectors of advanced training of the RNPLS&T staff. The RNPLS&T has to choose between expensive courses when new knowledge and skills are guaranteed, and online express courses (fast, easy, cheaply) where no new competences are guaranteed though employees get standard certificates. This trend facilitates establishing more and more online training centers that are just making money due to the demand for standardized certification. The double standards of education programs evaluation influence the quality of knowledge, though documented and certified. The authors argue that the above mentioned educational organizations have to be controlled, the more so, as the libraries are to accomplish their staff appraisal.