Methodology of Functional and Technical Evaluation of Cooperative Intelligent Transport Systems and Its Practical Application

In the area of smart cities, great emphasis is placed on many different fields such as energetics, information systems, and transportation. All of these should lead to a simplification of life thanks to smart technologies. If we talk about the transportation field, the main issues related to this area are safety, traffic efficiency, or the environment. Another condition is the successful acceptance of any new technology by its users. Cooperative systems prove to be a suitable solution for these issues, especially in urban areas. Today, pilot implementations of cooperative systems in European countries are being carried out. However, before they are put into full operation, they need to be tested, evaluated, and assessed. This article focuses on the latter two points, i.e., evaluation and assessment of the cooperative systems. For this purpose, a methodology was created, which describes the procedure chosen in the evaluation and assessment of cooperative systems in the Czech Republic and a demonstration of its use by example. The methodology is focused on three main areas, which in this case are functional evaluation, user acceptance, and impact assessment. For the area of user acceptance, the main source was questionnaires, impact assessment relied on measured data while functional evaluation was based on discussions with the drivers, evaluating the cooperative systems, the measured data, and the expert observations. All collected and measured data were then processed and some of the results of the evaluation of the selected service are presented at the end of this article.

Proposing a Frame of Ethical Principles for Educational Evaluation in Modern Greece

In a country with a long philosophical tradition like Greece, the lack of Ethical Principles for educational evaluation is surprising. This article presents the reasons for such a gap within the general theoretical framework for educational evaluation, combined with major schools of thought on Ethics. The authors discuss the importance for educational evaluation and assessment and take a critical view of present ethical frames. They proceed to fill the gap by coming up with a list of twenty-seven Ethical Principles, the result of the varying consensus of sixteen Greek assessment experts, upon the researcher’s initial proposals. The Delphi Method, that was employed to formulate the list, is described and the first complete Ethical frame of educational evaluation for modern Greece is proposed.

Diet Intervention Study through Telemedicine Assistance for Systemic Nickel Allergy Syndrome Patients during the COVID-19 Pandemic

Background: Restrictions due to the COVID-19 pandemic limited patients’ access to hospital care. The aims of this study were to assess dietary nutritional status, quality of life (QoL), and adherence to dietary therapy before and after 30-day personalized diet therapy through telenutrition tools in patients with systemic nickel allergic syndrome (SNAS). Methods: Each SNAS patient underwent the following allergological procedures: (a) face-to-face visit (nutritional visit and QoL evaluation) with prescription of one out of five personalized and balanced dietary plans different for calorie intake, (b) video call visit for dietary evaluation and assessment of adherence to diet after 15 days, and (c) video call visit for dietary and QoL evaluation and assessment of adherence to diet therapy after 30 days (end of study). Results: We enrolled 20 SNAS patients. After 15 and 30 days, we found a statistically significant improvement in anthropometric findings after diet therapy, a significant adherence rate to low-nickel diet (60% and 80%, respectively), and an improvement in QoL with an increase in almost all psychometric indices. Conclusions: Our study demonstrates that telenutrition can be a valid tool to monitor nutritional status and adherence to balanced low-Ni diet positively affecting QoL in SNAS patients during the COVID-19 pandemic.

Demographic Profiles and The Percieved-Actual Responses of The Grade 7 History Teachers on The Implementation of The K-12 Curriclum in The Province of Sulu

The primary aim of this paper was to determine the demographic profiles and the percieved-actual responses of the grade 7 history teachers on the implementation of the K-12 curriclum in the Province of Sulu. The descriptive research design was used in the study. The study was conducted in Sulu both private and public schools. The study participants were composed of Grade 7 History teachers in public and private High Schools in some of the municipalities, province of Sulu for school year 2017-2018. The results concluded that The Grade 7 History teachers are not growing professionally in terms of their educational attainment both in perceived and actual implementation of the K-12 curriculum, they strongly agreed that the following problems exist: as Learning Resources, Teacher’s Competency, Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment. It is recommended that Based on the findings of the study on the issues and challenges confronting Grade 7 History teachers in the implementation of K-12 curriculum in the Province of Sulu, the following recommendations are: Grade 7 History teachers must improve their education attainment;History teachers spontaneously read more about techniques, strategies about History on the implementation of K-12 curriculum;History teachers must earn at least Master’s degree in line with his or her major; The DepEd must improve the implementation of the K-12 History curriculum in areas of Learning Resources, Teacher’s Competency: Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment; The DepEd must sponsor more seminars for the History Teachers to participate in the actual implementation of the K-12 History Curriculum; There must be similar study conducted to assist the findings of this study; and Administration must fully support the program; that is and for the progress of the teachers.