This study explores how journalists in highspeed newsrooms gather information, how gathering activities are temporally structured and how reliability manifests itself in information-gathering activities.
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Purpose: The main purpose of the research was to measure reliability and validity of the Scoring Rubric for Information Literacy (Van Helvoort, 2010). Design/methodology/approach: Percentages of agreement and Intraclass Correlation were used to describe interrater reliability. For the determination of construct validity, factor analysis and reliability analysis were used. Criterion validity was calculated with Pearson correlations. Findings: In the described case, the Scoring Rubric for Information Literacy appears to be a reliable and valid instrument for the assessment of information literate performance. Originality/value: Reliability and validity are prerequisites to recommend a rubric for application. The results confirm that this Scoring Rubric for Information Literacy can be used in courses in higher education, not only for assessment purposes but also to foster learning. Oorspronkelijke artikel bij Emerald te vinden bij http://dx.doi.org/10.1108/JD-05-2016-0066
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In today’s world, information security is a trending as well as a crucial topic for both individuals and organizations. Experts believe that nothing can guarantee any system’s security unless humans’ information security behavior is taken under consideration. Opening an e-mail attachment without checking its source, sharing account information with other people and browsing websites without checking its reliability can be considered as common mistakes in information security behavior. This study examines the factors affecting information security behavior by scrutinising its relationship with different variables which are information knowledge sharing, information security organization policy, the intention of attending information security training and self-efficacy. The present study extensively analyses the data collected from a survey of 630 people ranging from students to managers aged between 15 to 79 in order to generalize the Turkish context. The results of reliability measures and confirmatory factor analysis support the scale of the study. The present study’s findings show that there is a positive relationship between the factors mentioned above and information security behavior.
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Literature highlights the need for research on changes in lumbar movement patterns, as potential mechanisms underlying the persistence of low-back pain. Variability and local dynamic stability are frequently used to characterize movement patterns. In view of a lack of information on reliability of these measures, we determined their within- and between-session reliability in repeated seated reaching. Thirty-six participants (21 healthy, 15 LBP) executed three trials of repeated seated reaching on two days. An optical motion capture system recorded positions of cluster markers, located on the spinous processes of S1 and T8. Movement patterns were characterized by the spatial variability (meanSD) of the lumbar Euler angles: flexion–extension, lateral bending, axial rotation, temporal variability (CyclSD) and local dynamic stability (LDE). Reliability was evaluated using intraclass correlation coefficients (ICC), coefficients of variation (CV) and Bland-Altman plots. Sufficient reliability was defined as an ICC ≥ 0.5 and a CV < 20%. To determine the effect of number of repetitions on reliability, analyses were performed for the first 10, 20, 30, and 40 repetitions of each time series. MeanSD, CyclSD, and the LDE had moderate within-session reliability; meanSD: ICC = 0.60–0.73 (CV = 14–17%); CyclSD: ICC = 0.68 (CV = 17%); LDE: ICC = 0.62 (CV = 5%). Between-session reliability was somewhat lower; meanSD: ICC = 0.44–0.73 (CV = 17–19%); CyclSD: ICC = 0.45–0.56 (CV = 19–22%); LDE: ICC = 0.25–0.54 (CV = 5–6%). MeanSD, CyclSD and the LDE are sufficiently reliable to assess lumbar movement patterns in single-session experiments, and at best sufficiently reliable in multi-session experiments. Within-session, a plateau in reliability appears to be reached at 40 repetitions for meanSD (flexion–extension), meanSD (axial-rotation) and CyclSD.
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The aim of this study is to examine the inter-device reliability of an activity tracker on three different levels of aggregation: minute, hour and day.
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This paper outlines an investigation into the updating of fatigue reliability through inspection data by means of structural correlation. The proposed methodology is based on the random nature of fatigue fracture growth and the probability of damage detection and introduces a direct link between predicted crack size and inspection results. A distinct focus is applied on opportunities for utilizing inspection information for the updating of both inspected and uninspected (or uninspectable) locations.
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Objective: The Tilburg Frailty Instrument (TFI) is an instrument for assessing frailty in community-dwelling older people. Since its development, many studies have been carried out examining the psychometric properties. The aim of this study was to provide a review of the main findings with regard to the reliability and validity of the TFI. Methods: We conducted a literature search in the PubMed and CINAHL databases on May 30, 2020. An inclusion criterion was the use of the entire TFI, part B, referring to the 15 components. No restrictions were placed on language or year of publication. Results: In total, 27 studies reported about the psychometric properties of the TFI. By far, most of the studies (n = 25) were focused on community-dwelling older people. Many studies showed that the internal consistency and test–retest reliability are good, which also applies for the criterion and construct validity. In many studies, adverse outcomes of interest were disability, increased health-care utilization, lower quality of life, and mortality. Regarding disability, studies predominantly show results that are excellent, with an area under the curve (AUC) >0.80. In addition, the TFI showed good associations with lower quality of life and the findings concerning mortality were at least acceptable. However, the association of the TFI with some indicators of health-care utilization can be indicated as poor (eg, visits to a general practitioner, hospitalization). Conclusion: Since population aging is occurring all over the world, it is important that the TFI is available and well known that it is a user-friendly instrument for assessing frailty and its psychometric properties being qualified as good. The findings of this assessment can support health-care professionals in selecting interventions to reduce frailty and delay its adverse outcomes, such as disability and lower quality of life.
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The main research question in this chapter was: Which information problem solving skills are, according to the lecturers in the Bachelor of ICT, important for their students? Selecting items from a results list and judging the information on actuality, relevance and reliability were regarded as extremely important by most of the interviewed lecturers. All these sub-skills refer to the third criterion of the scoring rubric, the quality of the primary sources. As mentioned before, one of the NSE lecturers holds the opinion that students should improve their behaviour exactly on this point. Another sub-skill that is seen as very important by the interviewees is the analysis of information to be applied in the student’s own knowledge product. This refers to the fifth criterion of the rubric, the creation of new knowledge. The quality of primary sources and the creation of new knowledge criteria both bear extra weights in the grading process with the scoring rubric. A third criterion which also bears extra weight (‘orientation on the topic’) was mentioned as an important subskill by some interviewees but not as explicitly as the other two criterions. One of the facets of information problem solving that need improvement, according to one of the lecturers, is the reflection on the whole process to stimulate the anchoring of this mode of working. In the concept of information problem solving are higher order skills (orientation and question formulation, judging information and creation of new knowledge) distinguished from lower order skills (reference list, in-text citations, the selection of keywords and databases). Considering all results of this research, one can conclude that the importance of the higher order IPS skills – which refer to ‘learning to think’ (Elshout, 1990) – is recognised by most of the interviewed lecturers. The lower order skills are considered less important by most of them.
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The main purpose of the research was the development and testing of an assessment tool for the grading of Dutch students' performance in information problem solving during their study tasks. Scholarly literature suggests that an analytical scoring rubric would be a good tool for this.Described in this article are the construction process of such a scoring rubric and the evaluation of the prototype based on the assessment of its usefulness in educational practice, the efficiency in use and the reliability of the rubric. To test this last point, the rubric was used by two professors when they graded the same set of student products. 'Interrater reliability' for the professors' gradings was estimated by calculating absolute agreement of the scores, adjacent agreement and decision consistency. An English version of the scoring rubric has been added to this journal article as an appendix. This rubric can be used in various discipline-based courses in Higher Education in which information problem solving is one of the learning activities. After evaluating the prototype it was concluded that the rubric is particularly useful to graders as it keeps them focussed on relevant aspects during the grading process. If the rubric is used for summative evaluation of credit bearing student work, it is strongly recommended to use the scoring scheme as a whole and to let the grading work be done by at least two different markers. [Jos van Helvoort & the Chartered Institute of Library and Information Professionals-Information Literacy Group]
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